Code-Switching in Chinese Junior Secondary School EFL Classes: Functions and Student Preferences

Autor/in	Ye, Xuejun
Titel	Code-Switching in Chinese Junior Secondary School EFL Classes: Functions and Student Preferences
Quelle	In: Language Learning Journal, 51 (2023) 3, S.263-278 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ye, Xuejun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2021.1998196
Schlagwörter	Code Switching (Language); Student Attitudes; Language Usage; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Secondary School Students; Dialects; Mandarin Chinese; Language Attitudes; Junior High School Students; Teacher Attitudes; Classroom Techniques; Teacher Student Relationship; Language Role; Language Teachers; Classroom Communication; Native Language; China + Suchen Sie Ihr Suchwort? Schülerverhalten; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Sekundarschüler; Dialect; Dialekt; Sprachverhalten; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Lehrerverhalten; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Klassengespräch
Abstract	In China, code-switching (CS) is frequently used in English as a foreign language (EFL) classrooms. However, the functions of CS in Chinese secondary schools remain unclear. Moreover, student perceptions have rarely been considered in previous studies. This paper therefore sets out to examine why English teachers code-switch in EFL classrooms. In contrast to other studies, this paper highlights the functions of both Mandarin and the Sichuan dialect. The perceptions of different-achieving students are then closely investigated with a view to gauging their ideal teacher CS practice. Teachers and student participants from a junior secondary school in China participated in this ethnographic study. Participants' triangulated responses revealed that CS mainly served the four major functions of knowledge construction, classroom management, relationship building, and contextual constraint accommodation. This study also provides evidence that Mandarin and the dialect served both similar and different functions in the EFL classrooms. They resemble each other in relationship building while differing in terms of other three functions. Students' varied answers reinforced the importance of providing comprehensible input and employing optimal CS use in EFL classes. The study concluded with two practical suggestions for teachers, policymakers and school leaders to better implement effective CS practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01