Code-Switching by Primary School Bilingual EFL Learners: A Study on the Effect of Proficiency and Modality of Interaction

Autor/inn/en	Caballero, Núria; Celaya, M. Luz
Titel	Code-Switching by Primary School Bilingual EFL Learners: A Study on the Effect of Proficiency and Modality of Interaction
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 1, S.301-313 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Celaya, M. Luz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1671309
Schlagwörter	Code Switching (Language); English (Second Language); Second Language Learning; Grade 3; Grade 6; Elementary School Students; Language Usage; Spanish; Foreign Countries; Language Proficiency; Interaction; Bilingual Students; Interpersonal Communication; Spain + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; Sprachgebrauch; Spanisch; Ausland; Language skill; Language skills; Sprachkompetenz; Interaktion; Interpersonale Kommunikation; Spanien
Abstract	This study sets out to explore the effect of proficiency and modality of interaction on code-switching (CS) amongst two groups of Spanish-Catalan learners acquiring English as a Foreign Language (EFL) in Primary school (grade 3, n = 24 and grade 6, n = 21). Data was retrieved from audio-taped oral activities (peer interaction and learner-teacher interaction) in real class situations and analysed for the number of switches, their types and functions, as well as for the source language of the switch. Results show differences in the total number of instances of CS and their types and functions according to both proficiency and modality of interaction, although with no statistically significant differences between the groups. As to the source language, Spanish was found to be the preferred language for students when working in groups, whereas Catalan was used to interact with the teacher. Results are discussed in the light of the new plurilingual approach recently proposed for the teaching of additional languages in the school curriculum and some pedagogical implications are drawn as to the need to redefine teaching methodologies and adapt them to current trends in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01