Codeswitching in the Primary EFL Classroom in China--Two Case Studies

Autor/inn/en	Qian, Xiaofang; Tian, Guisen; Wang, Qiang
Titel	Codeswitching in the Primary EFL Classroom in China--Two Case Studies
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 37 (2009) 4, S.719-730 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2009.09.015
Schlagwörter	Classroom Techniques; Curriculum Development; Holistic Approach; Interaction; Foreign Countries; English (Second Language); Elementary School Students; Elementary School Teachers; Curriculum Implementation; Discourse Analysis; Video Technology; Classroom Communication; Classroom Research; Second Language Learning; Second Language Instruction; Language Research; Teaching Methods; Chinese; Code Switching (Language); China (Beijing) + Suchen Sie Ihr Suchwort? Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Holistischer Ansatz; Interaktion; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Diskursanalyse; Klassengespräch; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachforschung; Teaching method; Lehrmethode; Unterrichtsmethode; China; Chinesen
Abstract	This paper presents the results of a small-scale study of codeswitching (CS) between Chinese and English in primary English classrooms with a view to informing classroom interaction with young learners of English as a Foreign Language (EFL). It analyzes CS of two teachers participating in the Primary English Curriculum Innovation (PECI) project in Beijing, which adopts a holistic approach to innovation and implementation of curriculum. The data consist of 20 videoed lessons, covering lessons from grade 1 to grade 4. The findings comprise syntactical identification of the switches and the pedagogical and social functions that these switches serve. The conclusions are: (1) CS is a discourse strategy that teachers use for promoting classroom interaction and ensuring efficient classroom management. (2) A suitable quantity of CS use helps cultivate and reinforce good habits of learning and foster a close student-teacher relationship. (3) Teachers have the ability to instruct in the target language; only when occasions call for efficient instruction do they turn to L1. (4) The decrease of CS over the years proves the efficiency of a holistic approach to curriculum innovations in the fulfillment of education objectives at the time of curriculum change. (Contains 1 chart and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10