Malmö högskola
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code switching
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Code-switching in L2 3 Code-switching in L2 4 Table of Contents 1. Introduction…………………………………………………………………..….5 2. Research question…………………………………………………………….….7 3. Theoretical Background…………………………………………………………8 3.1 Definition of Code-switching………………………………….………..…..8 3.2 Definition of Oral Language Development…………………………………9 3.3 Literature review….………………………………………………………..11 4. Methodology……………………………………………………………………14 4.1 Reliability………………………………………………………………….14 4.2 Validity…………………………………………………………………….15 4.3 Selection…………………………………………………………………...15 5. Analysis and results…………………………………………………………….17 5.1. Code-switching and pupils’ believed expectations………………………..17 5.2. Teachers’ usage of code-switching………………………………………...18 5.2.1. Teachers’ usage of code-switching in connection to classroom- management………………………………………………………………..18 5.2.2. Teachers’ usage of code-switching in connection to language development………………………………………………………………..20 5.3. Code-switching and grammar……………………………………………...22 5.4. Code-switching as a tool …………………………………………………..23 6. Conclusion…………………………………………………...…………………28 7. References…………………………………………………………...…………31 Code-switching in L2 5 1. Introduction This degree project focuses on the functions of code-switching in connection to oral language development in the language classroom. Code-switching is a phenomenon which has been investigated widely in foreign language classrooms. The topic has been examined and discussed from different approaches and a conflict concerning code- switching exists. For instance, Meiring and Norman (2002) showed, by distributing a questionnaire to 45 language teachers that teachers tend to use the target language (TL) more extensively if the pupils are at a higher level. In Macaro’s (2001) case study it is suggested that code-switching is a language strategy that needs to be acquired since it is a natural form of communication. On the other hand, Xiaoil (2009) proposed, through a quantitative research, that maximum exposure of the TL is important. Pupil’ and teacher’ code-switching is also something that has been discussed. For example, pupils’ different usage of code-switching seems to be related to proficiency level: interviews conducted by Evans (2009) revealed that some pupils feel hesitant using the L2 if they are not certain about the correct usage of the TL. Additionally, Bateman’s (2008) qualitative findings also suggested that proficiency level influences both the pupils’ and the teachers’ usage of code-switching. Even though pupils’ proficiency levels have been mentioned as a reason to why teachers’ usage of code-switching differs (Bateman, 2008), there also seems to be a different explanation. For instance, Inbar-Lourie (2010) conducted a qualitative study that investigated the reason why the extent to which teachers’ code-switching differs significantly. The findings indicated that the reason for teachers’ different use of code- switching seemed to be explained by teachers’ personal pedagogical beliefs regarding whether or not code-switching is a beneficial language strategy for the pupils (Inbar- Lourie, 2010, p. 532). The conflict concerning teachers’ different pedagogical beliefs regarding whether or not code-switching is advantageous makes my research relevant. I have, as a student teacher and a substitute teacher at different secondary schools in southern Sweden, witnessed how teachers’ and pupils’ usage of code-switching in the Code-switching in L2 6 language classroom differs extensively. For example, the amount of code-switching being used in the classroom seems to depend on individual teachers’ beliefs. For instance, one English teacher used the pupils’ L1 frequently and switched between Swedish and English regularly during class. Another example, from the same school, but with a different English teacher is a teacher whom barely code-switched during a lesson focused on content. However, during a lesson focused on grammar, the same teacher code-switched extensively. The teacher explained all grammatical rules orally in Swedish, but gave examples of sentences where the rules were applied in English. (classroom observation, May 5 and May 8, 2014). My experience concerning code- switching in regards to oral grammar explanation can be connected to Inbar-Lourie’s (2010) qualitative findings, which suggested that teachers seem to use the students’ L1 more frequently during lessons focused on grammar, compared to other types of language lessons. Once again, the main reason to why it differs appeared to depend on teachers’ personal opinion about when code-switching is beneficial. The topic of code-switching is also particularly relevant in light of core content for communicative skills in the syllabus for English in year 7-9, which includes the ability to use strategies “to understand and be understood when language skills are lacking/…/” (Skolverket, 2011) and code-switching is defined as an “asset and a valuable addition to the array of communicative strategies” (Macaro, 2005, p. 63). It is therefore important to investigate the usage of code-switching in connection to students’ oral language development, since the use of language strategies is one of the core contents in the syllabus for secondary school. The purpose of this research synthesis is to examine code-switching further, in connection to oral language development. This is relevant because as stated above previous studies discuss code-switching from different perspectives. These studies and my own experiences suggest that it is relevant to investigate whether or not code- switching is a beneficial language strategy in the L2 classroom in secondary school in Sweden. It is also important for teachers to better understand if code-switching in secondary school is beneficial, as LGR11 does not specifically states how the L1 and TL should be used in the language classroom in secondary school. Lastly, it is important for teachers to receive more knowledge about what needs to be considered when using code-switching in educational context. As a result of previous studies this research is relevant. |
