When students are able to code- switch, they are not only maintaining their native language and or dialect but they are also learning a new code, which in this case is SAE. Code-switching involves the use of multiple languages, where speakers of additional languages incorporate alternate linguistic elements into their source language. This paper addresses the issue of code-switching in the classroom and analyses the roles and functions of the first language (L1) in the second language (L2) class. By Isabella Guerra Uccelli. Many language teachers have devoted much energy in “enforcing” rules to forbid the use of other language codes in their classrooms and in extreme cases, penalties may even be threatened. of Code-switching in Classroom: Studies in the 1990s 2.5.1 Meritt et al. Use code switching to help students feel encouraged and supported. That is to say, bilinguals make clear that they code-switch when they cannot find the correct expression or term. For instance, one English teacher used the pupils’ L1 frequently and switched between Swedish and English regularly during class. dynamics of code-switching at classroom level rather than syntactic level, as there is very little research into the bilingual teaching interface in Wales. (ID: 2), Code-switching: The Effects for Students and Teachers, The Causes and Effects of Using of Code-switching in an Academic Context, the ability to speak English has become an important business tool. Ideally, the findings will contribute to the debate on multilingual practice as a natural and effective means of language teaching as well as a force for intercultural understanding. to administer lots of simple praise in the target language. Code-switching has positive effects on learners and teachers (Ahmad, 2009; Promnath, 2016). Code -switching in L2 6 language classroom differs extensively. Allatson, P., 2007. Allatson (2007) suggests factors that can lead to code-switching as location, class, gender and age. For example when the speaker is in a good mood, the appropriate word or expression in their second language is easily identified. There is research, however, that supports the use of code switching in the classroom as a strategy with which bilingual children are able to communicate more effectively. Code Switching "Code-Switching" Growing up on the out skirts of Philadelphia and a father with a sensitive job, requiring him to pack up and move in a moment's notice, my family moved in excess of two dozen times. Transcripts of classroom interaction were examined using both an Interactional Sociolinguistics (IS) perspective and functional categories of code-switching. ttp://iteslj.org/Articles/Skiba-CodeSwitching.html, Cole, S .1998. Eventually, it might yet become a beneficial tool for both learners and teachers. In the third article of the series, Kay Bentley covers code-switching and explores the benefits for students in the CLIL classroom. This implies that the practice of code-switching in the classroom helps to fill the bridge of miscommunication between the teacher … When students are able to code- switch, they are not only maintaining their native language and or dialect but they are also learning a new code, which in this case is SAE. Haere mai. Often the target language simply does not have the exact word needed in order to maintain a discussion smoothly, and code-switching is necessary. Despite the pro and cons of the code-switching, this research aims to show the perspective of both teacher and students towards code-switching and functions it serve in EFL classroom setting. As Iqbal (2011) shed light on code-switching as a natural, creative and innovative way of communication among bilingual teachers in Pakistan where it is used as a technique for facilitating students in classrooms. L. Paul Dana. are aware of the benefits of code-switching and to raise awareness of the relationship between code choice and wider social factors. Portraits of the L2 User. Firstly, to investigate how far teachers employ code-switching as a strategy and their reasons for doing so. In the near future however, signs are that code-switching may possibly be seen as a tool for learning. Secondly, the functionality of code switching in teachers’ classroom discourse will be introduced with its aspects as: topic switch, affective functions, and repetitive functions. An important teaching skill is the ability to transfer knowledge to students in a clear and efficient manner, and so code-switching can be a useful tool in the classroom for both teachers and students (Bista, 2010: 1). switching to L1 in the second language classroom. This scale provides finer scale value for statistical analysis purpose. Thanks for the A2A! It’s easy (and recommended!) Analysis of the teachers' code-switching shows that code-switching in the two lessons was vastly different, with little code-switching in the teacher-facilitated lesson.Evident in other lessons, in which science was taught as a content Baker (2007) describes this well: “Words or phrases in two languages may not correspond exactly, and the bilingual may switch to one language to express a concept that has no equivalent in the culture of the other language” (Baker, 2007:108). The comforting familiarity of the native language can give students more confidence. 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