Codeswitching as a Tool in Teaching Italian in Malta

Autor/inn/en	Gauci, Hertian; Camilleri Grima, Antoinette
Titel	Codeswitching as a Tool in Teaching Italian in Malta
Quelle	In: International Journal of Bilingual Education and Bilingualism, 16 (2013) 5, S.615-631 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2012.716817
Schlagwörter	Italian; Foreign Countries; Code Switching (Language); Interviews; Questionnaires; Second Language Instruction; Language of Instruction; Teaching Methods; Teacher Student Relationship; Interaction; Multilingualism; Student Attitudes; Semitic Languages; Educational Practices; Teacher Attitudes; Secondary Education; Malta + Suchen Sie Ihr Suchwort? Italienisch; Ausland; Interviewing; Interviewtechnik; Fragebogen; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Mehrsprachigkeit; Multilingualismus; Schülerverhalten; Arabisch; Hebräisch; Bildungspraxis; Lehrerverhalten; Sekundarbereich
Abstract	This article addresses the issue of teacher codeswitching in the teaching of Italian in Malta. The analysis of teacher codeswitching shows that the learners' first language (L1), Maltese, is used as a pedagogical tool to enhance language learning. Teachers frequently resort to Maltese to provide more learner-friendly explanations of grammatical and other language points and to elicit an oral response from the learners and get them more directly involved in the activities. Furthermore, the L1 plays a role in discourse and classroom management, and also functions as a symbol of identity. The study reported here is based on lesson transcriptions, in-depth interviews with teachers and Italian language professionals and a student questionnaire. From the interviews it transpires that codeswitching and the use of the L1 are perceived by teachers and teacher educators as a useful tool with younger and weaker learners, but caution is advised when using the L1 with more advanced learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10