Codeswitching in the language classroom: a study of four EFL teachers’ cognition  

Oleh:

Samar, Reza Ghafar ; Moradkhani, Shahab

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: RELC Journal (sebagian Full Text) vol. 45 no. 2 (Aug. 2014), page 151-164.
Topik: Code switching; teacher cognition; stimulated recall; reasons for code switching; L1 use
Fulltext: Codeswitching in the Language Classroom.pdf (309.97KB)

Isi artikel

Although many language teachers resort to their first language (L1) at various junctures during their practice, not many studies have tried to understand the reasons for this from teachers’ personal perspectives. This study aimed at investigating English as a foreign language (EFL) teachers’ cognitive processes during their classroom code switching. Stimulated recall technique was used to tap into teachers’ cognition. An entire session of four EFL teachers’ classroom practice was video-recorded. This was followed by an interview session in which participants tried to recall their thoughts while watching their own performance. The recollections, which were recorded and transcribed, were then analyzed using a three phase model of theme assignment, categorization, and labelling. The findings showed that eight factors were mentioned by teachers as the reasons for their code switching with Students’ Better Comprehension and Efficiency constituting the most and least important ones, respectively. Implications are drawn for classroom practice and suggestions for future research are provided.

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