Pedagogic and Social Functions of University EFL Teachers’ Classroom Code-switching

Qian Xiaofang

doi:doi:10.11648/j.ijll.20170506.13

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Pedagogic and Social Functions of University EFL Teachers’ Classroom Code-switching

Qian Xiaofang

Published in International Journal of Language and Linguistics (Volume 5, Issue 6)

Received: 6 September 2017 Accepted: 4 October 2017 Published: 7 December 2017

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Abstract

This study attempts to study classroom code-switching with the focus on code-switching of university teachers of teaching English as the foreign language and teachers of using English mainly as the instructional language. The research methods are mainly ethnographic observations of four participants. It was found that three types of code-switching patterns were identified in the study across the participants. The four teachers switched between English and Chinese for pedagogical considerations. Code-switching also served to adjust teacher-learner relationship. The research findings show that codeswitching can be utilized by teachers as a useful and effective pedagogical and social strategy, which enriches the communicative repertoire and pedagogical resources.

Published in	International Journal of Language and Linguistics (Volume 5, Issue 6)
DOI	10.11648/j.ijll.20170506.13
Page(s)	179-186
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Codeswitching, Classroom Codeswitching, Teacher Talk, EFL Classroom Instruction

References

[1]	Appel, R. E., Muysken, P. 1989. Language Contact and Bilingualism. London: Edward Arnold.
[2]	Auer, P. 2005. A postscript: code-switching and social identity. Journal of Pragmatics 37, 403–410.
[3]	Azlan, N. I., Narasuman, S. 2013. The Role of Code-Switching as a communicative tool in an ESL teacher education classroom. Procedia - Social and Behavioral Sciences 90, 458 – 467.
[4]	Cheng, X. 2013. Research on Chinese College English Teachers‟ Classroom Code-switching: Beliefs and Attitudes. Journal of Language Teaching and Research, Vol. 4, No. 6, pp. 1277-1284.
[5]	Dawaele, J., Zeckel, I. 2015. The psychological and linguistic profiles of self-reported code switchers. International Journal of Bilingualism 1–17.
[6]	Gumperz, J. J. 1982. Discourse Strategy. Cambridge: Cambridge University Press.
[7]	He, A. E. 2012. Systematic use of mother tongue as learning/teaching resources in target language instruction. Multilingual Education, 2:1. http://www.multilingual-education.com/content/2/1/1.
[8]	King, J., Chetty, R., 2014. Codeswitching: Linguistic and literacy understanding of teaching dilemmas in multilingual classrooms. Linguistics and Education 25, 40-50.
[9]	Martin-Jones, M. 1995. “Code-switching in the classroom: two decades of research. In Milroy, L. & Muysken, P. (eds.) One Speaker, Two Languages: Cross-disciplinary Perspectives on Code-switching. New York: Cambridge University Press.
[10]	Myers-Scotton, C. 1993. Social motivations for codeswitching: Evidence from Africa. Oxford: Claredon Press.
[11]	Nikula, T. (2005). English as an object and tool of study in classrooms: Interactional effects and pragmatic implications. Linguistics and Education 16, 27-58.
[12]	Simon, D. 2001. “Towards a new understanding of codeswitching in the foreign language classroom”. In Jacobson, R. (ed.) Codeswitching Worldwide II. Trends in Linguistics: Studies and Monographs 126. Berlin: Mouton de Gruyter.
[13]	Song, H. (2005). Teacher’s code-switching in college English classroom teaching. Journal of Northeastern Agricultural University (Social Science Edition) 3 (1), 103-105.
[14]	Verchueren, J. 1999. Understanding Pragmatics. London: Edward Arnold.
[15]	Yu, G. 2000. A pragmatic study of code-switching. Journal of Foreign Languages 6, 22-27.

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APA Style

Qian Xiaofang. (2017). Pedagogic and Social Functions of University EFL Teachers’ Classroom Code-switching. International Journal of Language and Linguistics, 5(6), 179-186. https://doi.org/10.11648/j.ijll.20170506.13

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ACS Style

Qian Xiaofang. Pedagogic and Social Functions of University EFL Teachers’ Classroom Code-switching. Int. J. Lang. Linguist. 2017, 5(6), 179-186. doi: 10.11648/j.ijll.20170506.13

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AMA Style

Qian Xiaofang. Pedagogic and Social Functions of University EFL Teachers’ Classroom Code-switching. Int J Lang Linguist. 2017;5(6):179-186. doi: 10.11648/j.ijll.20170506.13

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@article{10.11648/j.ijll.20170506.13,
  author = {Qian Xiaofang},
  title = {Pedagogic and Social Functions of University EFL Teachers’ Classroom Code-switching},
  journal = {International Journal of Language and Linguistics},
  volume = {5},
  number = {6},
  pages = {179-186},
  doi = {10.11648/j.ijll.20170506.13},
  url = {https://doi.org/10.11648/j.ijll.20170506.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20170506.13},
  abstract = {This study attempts to study classroom code-switching with the focus on code-switching of university teachers of teaching English as the foreign language and teachers of using English mainly as the instructional language. The research methods are mainly ethnographic observations of four participants. It was found that three types of code-switching patterns were identified in the study across the participants. The four teachers switched between English and Chinese for pedagogical considerations. Code-switching also served to adjust teacher-learner relationship. The research findings show that codeswitching can be utilized by teachers as a useful and effective pedagogical and social strategy, which enriches the communicative repertoire and pedagogical resources.},
 year = {2017}
}

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TY  - JOUR
T1  - Pedagogic and Social Functions of University EFL Teachers’ Classroom Code-switching
AU  - Qian Xiaofang
Y1  - 2017/12/07
PY  - 2017
N1  - https://doi.org/10.11648/j.ijll.20170506.13
DO  - 10.11648/j.ijll.20170506.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 179
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PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20170506.13
AB  - This study attempts to study classroom code-switching with the focus on code-switching of university teachers of teaching English as the foreign language and teachers of using English mainly as the instructional language. The research methods are mainly ethnographic observations of four participants. It was found that three types of code-switching patterns were identified in the study across the participants. The four teachers switched between English and Chinese for pedagogical considerations. Code-switching also served to adjust teacher-learner relationship. The research findings show that codeswitching can be utilized by teachers as a useful and effective pedagogical and social strategy, which enriches the communicative repertoire and pedagogical resources.
VL  - 5
IS  - 6
ER  -

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Author Information

Qian Xiaofang

Department of English, Beijing Normal University, Beijing, China

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APA Style

Qian Xiaofang. (2017). Pedagogic and Social Functions of University EFL Teachers’ Classroom Code-switching. International Journal of Language and Linguistics, 5(6), 179-186. https://doi.org/10.11648/j.ijll.20170506.13

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ACS Style

Qian Xiaofang. Pedagogic and Social Functions of University EFL Teachers’ Classroom Code-switching. Int. J. Lang. Linguist. 2017, 5(6), 179-186. doi: 10.11648/j.ijll.20170506.13

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AMA Style

Qian Xiaofang. Pedagogic and Social Functions of University EFL Teachers’ Classroom Code-switching. Int J Lang Linguist. 2017;5(6):179-186. doi: 10.11648/j.ijll.20170506.13

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@article{10.11648/j.ijll.20170506.13,
  author = {Qian Xiaofang},
  title = {Pedagogic and Social Functions of University EFL Teachers’ Classroom Code-switching},
  journal = {International Journal of Language and Linguistics},
  volume = {5},
  number = {6},
  pages = {179-186},
  doi = {10.11648/j.ijll.20170506.13},
  url = {https://doi.org/10.11648/j.ijll.20170506.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20170506.13},
  abstract = {This study attempts to study classroom code-switching with the focus on code-switching of university teachers of teaching English as the foreign language and teachers of using English mainly as the instructional language. The research methods are mainly ethnographic observations of four participants. It was found that three types of code-switching patterns were identified in the study across the participants. The four teachers switched between English and Chinese for pedagogical considerations. Code-switching also served to adjust teacher-learner relationship. The research findings show that codeswitching can be utilized by teachers as a useful and effective pedagogical and social strategy, which enriches the communicative repertoire and pedagogical resources.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Pedagogic and Social Functions of University EFL Teachers’ Classroom Code-switching
AU  - Qian Xiaofang
Y1  - 2017/12/07
PY  - 2017
N1  - https://doi.org/10.11648/j.ijll.20170506.13
DO  - 10.11648/j.ijll.20170506.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 179
EP  - 186
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20170506.13
AB  - This study attempts to study classroom code-switching with the focus on code-switching of university teachers of teaching English as the foreign language and teachers of using English mainly as the instructional language. The research methods are mainly ethnographic observations of four participants. It was found that three types of code-switching patterns were identified in the study across the participants. The four teachers switched between English and Chinese for pedagogical considerations. Code-switching also served to adjust teacher-learner relationship. The research findings show that codeswitching can be utilized by teachers as a useful and effective pedagogical and social strategy, which enriches the communicative repertoire and pedagogical resources.
VL  - 5
IS  - 6
ER  -

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