Share This Article:

The Perceptions of EFL Teachers on the Impact of the Usage of Code-Switching in EFL Classroom Management

DOI: 10.4236/oalib.1101961    659 Downloads   1,302 Views  

ABSTRACT

This study aims to investigate university level language teachers’ views on how their usage of code switching affects their classroom management in EFL classes. This study is conducted in Turkish setting, which is Cyprus and especially at the European University of Lefke. The participants are selected randomly from the same university and they are the members of the English Preparatory School. They were asked to write five daily reports during one week and they were interviewed for 30 minutes. In order to reach a valid and reliable data, two data collection methods were chosen, which were reflective reports and interview; hence, the nature of the current study was qualitative. In other words, cross-case analysis was used to examine and identify common themes between cases. This study lasted three months; therefore, it was not a longitudinal work, so this research was limited and needed further inquiry. In Cyprus EFL classes, code-switching should be considered and investigated more in classroom management. It is revealed that there is a need to raise EFL teachers’ awareness on when and when not to use code-switching. There are certain ways to promote code-switching in EFL classes and there are by providing more seminars, workshops and organizational meetings weekly or monthly.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Yıltanlılar, A. and Çağanağa, Ç. (2015) The Perceptions of EFL Teachers on the Impact of the Usage of Code-Switching in EFL Classroom Management. Open Access Library Journal, 2, 1-11. doi: 10.4236/oalib.1101961.

References

[1] Richards, W. (2011) Classroom Management. ELT Journal, 69, 205-208.
[2] Elaine, K. and Horwitz, M.B. (1986) The Modern Language Journal. In: Foreign Language Classroom Anxiety, Black-well Publishing, Oxford, 70, 125-132.
[3] Chowdhury, N. (2012) Classroom Code Switching of English Language. Bangladesh Journals Online, 7, 40-61.
[4] Fan, C.-L.H.-C. (2014) Perceived Classroom Management and Student Learning Motivation in Social Studies of Taiwan Junior High School Students. European Journal of Research in Social Sciences, 2, 40-51.
[5] Charlene Rivera, T.R. (2014) Mother Tongue—Bilingual Education. IBIS Concept Paper.
[6] English Dictionary (2014) Retrieved from Collins Dictionary.
http://www.collinsdictionary.com/dictionary/english/second-language
[7] Ringbom, H. (1980) Institution of Education Science. Vocabulary Frequencies in Advanced Learner English. In: Granger, S., Ed., Learner English on Computer Longman, London, 41-52.
[8] Tsukamoto, M. (2011) Students’ Perception of Teachers’ Language Use in an EFL Classroom.
[9] Macaro, E. (2006) Code Switching in the L2 Classroom. In: Llurda, E., Ed., Non-Native Language Teachers Perceptions, Challenges and Contributions to Profession, Springer Science + Business Media, LLC, Marid.
[10] Modupeola, O.R. (2013) Code-Switching as a Teaching Strategy: Implication for English Language Teaching and Learning in a Multilingual Society. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 14, 92-94.
[11] Kasperczyk, L.-A. (2005) Implementing Code-Switching in the Classroom.
[12] Deaton, C. (2013) Teachers’ Reflections on Effectively Managing Their Classroom: A Discussion of How Two Experienced Science Teachers Examined Their Classroom Management Practices. Reflective Practice: International and Multidisciplinary Perspectives, 14, 240-257.
[13] üstünel, E. and Seedhouse, P. (2005) Why That, in That Language, Right Now? Code-Switching and Pedagogical Focus. International Journal of Applied Linguistics, 15, 302-325.
http://dx.doi.org/10.1111/j.1473-4192.2005.00093.x
[14] Rahman, S.Y. (2012) “Triangulation” Research Method as the Tool of Social. BUP Journal, 1, 154-163.
[15] Patton, M. (2002) Qualitative Research and Evaluation Methods. 3rd Edition, Sage, London.
[16] Higgins, D. (2011) Why Reflect? Recognising the Link between Learning and Reflection. Reflective Practice, 12, 583-584.
http://dx.doi.org/10.1080/14623943.2011.606693
[17] Richardson, V. (1994) Conducting Research on Practice. Educational Researcher, 23, 5-10.
http://dx.doi.org/10.3102/0013189X023005005
[18] Weiss, E.M. and Weiss, S.G. (2001) Beginning Teacher Induction (Report No. EDO-SP-1999-3). Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED436487), Washington DC.
[19] Schweers, C. (1999) Using L1 in the L2 Classroom. English Teaching Forum, 37, 6-13.
[20] Chi, W.C. (2000) The Importance of Bilingual Teachers to Chinese-Oriented AMEP Learners. The AMEP Conference 2000.
http://www.nceltr.mq.edu.au/conference2000
[21] Tang, J. (2002) Using l1 in the English Classroom. English Teaching Forum, 40, 36-43.
http://exchanges.state.gov.forum/vols/vol40/no1/p36.pdf
[22] Yao, M. (2011) On Attitudes to Teachers’ Code-switching in EFL Classes. World Journal of English Language, 1, 19-28.
http://dx.doi.org/10.5430/wjel.v1n1p19
[23] Çavuûoğlu, H.B. (2013) Reasons for the Teachers’ Uses of Code-Switching in. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 20, 69-82.
[24] Thompson, G.L. (2006) Teacher and Student First Language and Target Language Use in the Foreign Language Classroom: A Qualitative and Quantitative Study of Language Choice. Dissertation Abstracts International, A: The Humanities and Social Sciences, 67.

  
comments powered by Disqus

Copyright © 2019 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.