Code-switching in tertiary-level EFL classrooms: perceptions of teachers

Ilknur Istifci

Abstract


This study aims at investigating the functions of 4 teachers’ and their students’ code-switching in tertiary-level EFL classrooms and their perceptions of code-switching. Data were collected by using the analysis of classroom interactions through video-recording of the lessons of each teacher once a week over a period of three weeks. Video recordings of their lessons were transcribed. The data were analysed qualitatively by finding the functions of teachers’ and students’ code-switching and finding if there are any similarities and differences between novice and experienced teachers’ code-switching functions. Moreover, semi-structured interviews were also carried out with the teachers to get their perceptions of code-switching. Results of the study revealed some similarities and differences among teachers’ and students’ functions of code-switching, and also between novice and experienced teachers’ use of code-switching in classroom discourse. Based on the results, certain implications were drawn from the study in terms of the use of L1 in language classes. 


Keywords


EFL teaching; classroom interaction; code-switching; code-switching functions.

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References


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