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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dc.contributor.author Gustavsson, Beatrice
dc.contributor.author Karakitsos, Anastasia
dc.date.accessioned 2019-06-13T06:10:45Z
dc.date.available 2019-06-13T06:10:45Z
dc.date.issued 2019 en_US
dc.identifier.uri http://hdl.handle.net/2043/28765
dc.description.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. en_US
dc.format.extent 47 en_US
dc.language.iso eng en_US
dc.publisher Malmö universitet/Lärande och samhälle sv_SE
dc.subject Code-switching en_US
dc.subject Teacher beliefs en_US
dc.subject Multilingual classrooms en_US
dc.subject Multilingual strategies en_US
dc.subject Multilingualism en_US
dc.subject Plurilingualism en_US
dc.subject EFL teaching en_US
dc.subject Teacher student beliefs en_US
dc.title Teacher and Teacher Student Beliefs on Using Code-Switching in EFL Classrooms en_US
dc.title.alternative Lärares och lärarstudenters attityder kring användning av kodväxling i engelskundervisning en_US
dc.type M3 en_US
dc.setspec.uppsok HumanitiesTheology en_US
dc.contributor.examiner Wärnsby, Anna
dc.contributor.supervisor Sauro, Shannon
mahlocal.xprt.faculty2019 LS
mahlocal.xprt.institution2019 LS
mahlocal.xprt.program Ämneslärarutbildning inr. gymnasieskolan
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