Why Do Teachers Code-Switch When Teaching English as a Second Language?

Autor/inn/en	Shinga, Sibongile; Pillay, Ansurie
Titel	Why Do Teachers Code-Switch When Teaching English as a Second Language?
Quelle	In: South African Journal of Education, 41 (2021), Artikel 1934 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Shinga, Sibongile) ORCID (Pillay, Ansurie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Language Teachers; English (Second Language); Second Language Instruction; Second Language Learning; Language of Instruction; Native Language; African Languages; Code Switching (Language); Instructional Effectiveness; Classroom Environment; Learner Engagement; High School Students; Concept Teaching; Difficulty Level; Rural Schools; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Unterrichtserfolg; Klassenklima; Unterrichtsklima; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schwierigkeitsgrad; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In post-apartheid South Africa, 11 languages, including English and indigenous languages, were given equal status as official languages. Yet, more than 25 years after democracy, Black parents still believe that their children's wealth and success depend on English, and therefore, send them to English-medium schools where they take English as a second language (ESL), known in South Africa as English First Additional Language (FAL). Many circumstances compel teachers to code-switch between English and learners' first language. In the study reported on here we explored the reasons behind teachers' code-switching in FAL classrooms in 4 rural high schools in KwaZulu-Natal, South Africa. Concept maps, open-ended questionnaires and open-ended telephone interviews were used to generate data. Findings indicate that FAL teachers use code-switching to clarify difficult concepts, enhance understanding of the content presented, and keep learners engaged during lessons. We argue that the use of learners' first language may be crucial in the teaching and learning of a second language. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01