The perceptions and reasons for code-switching of Arabic-English teachers and nineth-grade students
Code-switching is a global phenomenon among bilingual and multilingual individuals in many different communities. Thus, code-switching in the context of education as one of these communities, especially in ESL and EFL classrooms is said to have different effects on the process of learning and teachi...
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| Format: | Thesis |
| Language: | English |
| Published: |
2021
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/99776/1/SamiMohammedMPP2021.pdf |
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| Summary: | Code-switching is a global phenomenon among bilingual and multilingual individuals in many different communities. Thus, code-switching in the context of education as one of these communities, especially in ESL and EFL classrooms is said to have different effects on the process of learning and teaching. Some research deemed its negativity, while others praise its benefits. In light of such contradictions, the current study focused on investigating the perceptions and reasons for codeswitching of Arabic-English teachers and their ninth-grade students in Johor Bahru, Malaysia. The study was aimed to answer the following research questions: i. What are the reasons for Arabic-English teachers’ code-switching in the classroom? ii. What are the perceptions of Arabic-English teachers’ code-switching in the classroom? iii. What are the reasons for Arabic-English students’ code-switching in the classroom? iv. What are the perceptions of Arabic-English students about their teacher’s code-switching in the classroom? A quantitative research design was used for the study. The population included an international Arabic school in JB. The samples are purposefully chosen. 40 selected Arabic students at the ninth grade were available alongside 5 Arabic- English teachers. Data were collected mainly using questionnaires comprising close and open-ended items. Based on the findings, the students are generally having a firm positive overview of code-switching by their teachers. However, it seems as if the teachers have a split decision of using codeswitching as a teaching method in their ESL\EFL classrooms. Moreover, it is noticeable that the teachers’ code-switching occurs spontaneously and without planning, depending on the learning obstacles that the students encounter while studying and learning English in the classroom. Also, there is a rational sense of awareness between the teachers regarding the negative effect code-switching may have on the students. Hence, teachers would be further advised to monitor their codeswitching, and the code-switching of their students, to effectively avoid any negativity that might affect the students’ learning process. |
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