Teacher and Teacher Student Beliefs on Using Code-Switching in EFL Classrooms

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Teacher and Teacher Student Beliefs on Using Code-Switching in EFL Classrooms

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Publication Student essay 15hp
Title Teacher and Teacher Student Beliefs on Using Code-Switching in EFL Classrooms
Author Gustavsson, Beatrice ; Karakitsos, Anastasia
Date 2019
English abstract
This study explores teacher student and in-service teacher beliefs about using code-switching in the English language classroom. Language classrooms have long adopted a monolingual approach. However, nowadays many classrooms are multilingual and a shift towards using multilingual strategies to accommodate multilingual pupils can be seen in both research and steering documents. Plurilingualism is promoted by the European Council and the Swedish syllabus for English, and research shows that code-switching can be one method for pupils to draw from all their language skills. Although a monolingual approach is still considered ideal, in research about teacher and teacher student beliefs about code-switching most participants use code-switching. This paper therefore investigates teacher student and in-service teacher beliefs in order to explore how teachers use code-switching. Using the qualitative method of semi-structured interviews and analysing our data with the help of a coding scheme, we found that though all participants agree that a monolingual standard is ideal, they believe that it is important to acknowledge pupils’ multilingual backgrounds and that code-switching can be one way of doing that while still facilitating learning. We also found that the participants’ use of code-switching depends on their pupils’ proficiency, that they mainly use code-switching for communicative purposes, and that the participants’ own lingual backgrounds affected their beliefs about code-switching. The result of this paper shows that in-service teachers need to reflect on how and why they use code-switching while teacher education programmes need to acknowledge multilingual strategies and make students aware of when such strategies are beneficial to learning, and when they are not.
Publisher Malmö universitet/Lärande och samhälle
Language eng (iso)
Subject Code-switching
Teacher beliefs
Multilingual classrooms
Multilingual strategies
Multilingualism
Plurilingualism
EFL teaching
Teacher student beliefs
Handle http://hdl.handle.net/2043/28765 Permalink to this page
Link to publication in DiVA Find this research publication in DiVA (n/a for student publ.)
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