A Study on Code-Switching in Oral and Texting Interaction and Communication of University Lecturer and Students
DOI:
https://doi.org/10.54855/ijte.222310Keywords:
code-switching, code-switching in oral communication, code-switching in texting communication, code-switching of university teacher and studentsAbstract
Code-switching is a linguist phenomenon that has drawn the attention and several debates on its reasons and attitudes towards it. Sometimes, young adults make use of code-switching to show off, while some use it as a method of practicing English. However, university students use code-switching by accident or even as a habit when communicating with their lecturers. There is little research on code-switching in oral communication between university students and teachers in Vietnam, but code-switching in written communication is rare. This qualitative research mainly uses observation communication between an English teacher and non-English major students of three different levels, from beginner to pre-intermediate. Through analyzing observation and intimately interviewing teachers, the results show that both students at lower and higher-level code switch and the frequency they code-switch with Vietnamese teacher is more often than with foreign teacher, and code-switching in written communication is more than in oral communication. The main reasons for this phenomenon include the cultural influence, intimacy between teacher and students, and the limited English vocabulary. Teacher and students switch between English and Vietnamese in the classroom and between Vietnamese and English in texting communication so that the communications happen smoothly and effectively.
References
Adriosh, M., & Razı, Ö. (2019). Teacher's Code-Switching in EFL Undergraduate Classrooms in Libya: Functions and Perceptions. SAGE Open, 9(2), 1-11. doi:10.1177/2158244019846214
Alrabah, S., Wu, S. H., Alotaibi, A. M., & Aldaihani, H. A. (2016). English Teachers’ Use of Learners’ L1 (Arabic) in College Classrooms in Kuwait. English Language Teaching, 9, 1-11.
Anderson, T. K., & Toribio, A. J. (2007). Attitudes towards Lexical Borrowing and Intra-sentential Code-switching among Spanish- English Bilinguals. Spanish in Context, 4, 217-240.
Bahous, R. N., Nabhani, M. B., & Bacha, N. N. (2014). Code-switching in Higher Education in a Multilingual Environment: A Lebanese Exploratory Study. Language Awareness, 23(4), 353–368
Bensen, H. Çavuşoǧlu, C. (2013). Reasons for the Teachers’ Uses of Code-switching in Adult EFL Classrooms. Hasan Ali Yücel Eǧitim Fakültesi Dergisi Sayi, 20, 69–82.
Bilgin, S. S. (2016). Code-Switching in English Language Teaching (ELT) Teaching Practice in Turkey: Student-Teacher Practices, Beliefs and Identity. Educational Research and Reviews, 11, 686-702.
Blom, J. P., & Gumperz, J. J. (1972). Social Meaning in Linguistic Structure: Code-switching in Norway. In J. J. Gumperz & D. Hymes (Eds.), Directions in Social Linguistics: The Ethnography of Communication (pp. 424-426). New York, NY: Holt, Rinehart and Winston.
Bouy, T., & Nicoladis, E. (2018). The Considerateness of Codeswitching: A Comparison of Two Groups of Canadian French-English Bilinguals. Journal of Intercultural Communication Research, 47, 361-373
Brice, A., & Roseberry-McKibbin, C. (2001). Choice of Languages in Instruction: One or two? TEACHING Exceptional Children, 33(4), 10-16.
Burden, P. (2001). When do Native English Speakers and Japanese College Students Disagree about the Use of Japanese in the English Conversation Classroom? The Language Teacher. Retrieved from http://www.jalt-publications.org/tlt/articles/2001/04/burden
Chana, U., & Romaine, S. (1984). Evaluative Reactions to Panjabi/English Code-switching. Journal of Multilingual & Multicultural Development, 5, 447-473.
Chung, H. H. (2006). Code-switching is a Communicative Strategy: A Case Study of Korean-English Bilinguals. Bilingual Research Journal, 30(2), 293-307.
Cole, S. (1998). The Use of L1 in Communicative English Classrooms. JALT, 22(12), 11-13. Retrieved from https://jalt-publications.org/old_tlt/files/98/dec/cole.html
Cook, V. (2001). Second Language Learning and Teaching. (3rd Ed.). New York: Oxford University Press.
Cook, V. (2001). Using the First Language in the Classroom. Canadian Modern Language Review, 57(3), 402–423
Cook, V. (2008). Second Language Learning and Language Teaching (4th ed.). London, UK: Hodder Education.
Critchley, M. P. (1999). Bilingual Support in English Classes in Japan: A Survey of Students Opinions in L1 Use by Foreign Teachers. JALT, 23(9), 10-13. Retrieved from https://jalt-publications.org/articles/24543-bilingual-support-english-classes-japan-survey-student-opinions-l1-use-foreign
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press
Gibbons, J. (1987). Code-mixing and Code-choice: A Hong Kong Case Study. Clevedon, UK: Multilingual Matters.
Grant, L. E., & Hang, N. T. (2017). Code-switching in Vietnamese University EFL Teachers’ Classroom Instruction: a Pedagogical Focus. Language Awareness, 26(3), 244–259. doi:10.1080/09658416.2017.1402915
Greggio, S., & Gil, G. (2007). Teacher’s and Learner’s Use of Code-switching in the English as a Foreign Language Classroom: A Qualitative Study. Linguagem and Ensino, 10 (2) 371-393. Retrieved from https://www.semanticscholar.org/paper/Teacher-%E2%80%99-s-and-learners-%E2%80%99-use-of-code-switching-in-Greggio-Gil/f0274126481b7ebc97ed9d33ac2e66402a645a49
Gulzar, M. A. (2010). Code-switching: Awareness about Its Utility in Bilingual Classrooms. Bulletin of Education and Research, 32(2), 23–44.
Gumperz, J. (1982). Discourse Strategies. Cambridge: Cambridge University Press.
Hamers, J. F., & Blanc, M. A. (2000). Bilingualism and Bilingualism. Cambridge, UK: Cambridge University Press.
Halim, N. S., & Maros, M. (2014). The Functions of Code-switching in Facebook Interactions. Procedia - Social and Behavioral Sciences, 118, 126–133. https://doi.org/10.1016/j.sbspro.2014.02.017
Jamshidi, A., & Navehebrahim, M. (2013). Learners’ Use of Code-Switching in English as a Foreign Language Classroom. Australian Journal of Basic and Applied Sciences, 7(1), 186-190.
Kasperczcyk, L.A. (2005). Implementing Code-Switching in The Classroom. Open Access Library, 2 (11). Retrieved from
http://www.daeman.edu/academics/SRT/articles_files/DURF_Kasperczcyk _2005_Pa per.pdf
Lai, Mee-Sing. (1996). Using the L1 Sensibly in English Language Classrooms. Journal of Primary Education, 6(1), 91-99
Le, V. C. (2014). Codeswitching in Universities in Vietnam and Indonesia. In R. Barnard & J. McLellan (Eds.), Code-switching in University English- Medium Classes: Asian perspectives (pp. 118-131). Bristol, UK: Multilingual Matters.
Le, X. M., & Le, T. T. (2022). Factors Affecting Students’ Attitudes towards Learning English as a Foreign Language in a Tertiary Institution of Vietnam. International Journal of TESOL & Education, 2(2), 168–185. https://doi.org/10.54855/ijte.22229
Luo, Y. (2019). Chinese University Students’ Perceptions of Teacher Code-Switching in EFL Speaking Classrooms. English Language Teaching, 12(11), 119–127. https://doi.org/10.5539/elt.v12n11p119
Macaro, E. (2009). Teacher Use of Codeswitching in the Second Language Classroom: Exploring “optimal” use. In A. P. M. Turnbull & A. P. J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp. 35-49). Bristol, UK: Channel View Publications.
Milroy, J. (2001). Language Ideologies and the Consequences of Standardization. Journal of Sociolinguistics, 5(4), 530-555.
Moghadam, S. H., Samas, A. A., & Shahraki, E. R. (2012). Code-Switching as a Medium of Instruction in an EFL Classroom. Theory and Practice in Language Studies, 2(11), 2219–2225.
Montes-Alcalá, C. (2007). Blogging in two languages: Code-switching in Bilingual Blogs. In J. Holmquist, A. Lorenzino & L. Sayahi (Ed.), Selected Proceedings of the Third Workshop on Spanish Sociolinguistics (pp. 162-170). Somerville, MA: Cascadilla Proceeding Project. Retrieved from http://www.lingref.com/cpp/wss/3/paper1537.pdf
Nguyen, T. H. (2022). Non-English-major students’ Attitudes toward English Learning and Teaching via Video Conferencing . International Journal of TESOL & Education, 2(1), 296–309. doi:10.54855/ijte.222118.
Pena, C. (2004). What do Bilinguals Think about Their “Code-switching”? RAEL: Revista Electrónica de Lingüística Aplicada, 3, 146-157.
Polio, C. G., & Duff, P. A. (1994). Teachers' Language Use in University Foreign Language Classrooms: A Qualitative Analysis of English & Target Language. The Modern Language Journal, 78(3), 313-326.
Qing, X. (2010). To Switch or Not to Switch: Examine the Code-switching Practices of Teachers of Non-English Majors. Canadian Social Science, 6(4), 109-113.
Schweers, C.W.Jr. (1999). Using L1 in L2 Classroom. The English Teaching Forum. 37 (2), 6-13. Retrieved from http://exchanges.state.gov.forum/vols/vol37/no2/p6.htm
Skiba, R. (1997). Code-Switching as a Countenance of Language Interference. The Internet TESL Journal, 3(10). Retrieved from http://iteslj.org/Articles/Skiba-CodeSwitching.html
Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40, 36–42
Tien, C and Liu, K. (2006). Code-switching in Two EFL Classes in Taiwan. In Azirah Hashim & Norizah Hassan. (Eds). English in Southeast Asia: prospects, perspectives and possibilities. Kuala Lumpur: University Malaya Press.
Willis, J. (1996). A Framework for Task-based Language Learning. Harlow, UK: Longman.
Widdowson, H. G. (2003). Defining Issues in English Language Teaching. Oxford: Oxford University Press.
Zhao, T., & Macaro, E. (2016). What Works Better for the Learning of Concrete and Abstract Words: Teachers’ L1 use or L2-only Explanations? International Journal of Applied Linguistics, 26, 75-98. doi:10.1111/ijal.12080.
Zhu, X., & Vanek, N. (2017). Facilitative Effects of Learner- directed Codeswitching: Evidence from Chinese Learners of English. International Journal of Bilingual Education and Bilingualism, 20, 773-787. doi:10.1080/13670050.2015.108 7962.
Zainil, Y., & Arsyad, S. (2021). Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis. SAGE Open, 11(2). doi:10.1177/21582440211013802.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Le Thi Ngoc Hien
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
