Code Switching and Code Mixing in Teaching and Learning of English as a Second Language: Building on Knowledge

Autor/inn/en	Ezeh, Nnenna Gertrude; Umeh, Ifeoma Ann; Anyanwu, Esther Chikaodi
Titel	Code Switching and Code Mixing in Teaching and Learning of English as a Second Language: Building on Knowledge
Quelle	In: English Language Teaching, 15 (2022) 9, S.106-113 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Code Switching (Language); English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Language Proficiency; Language Usage; Multilingualism; Native Language; Sociolinguistics; Instructional Effectiveness; Language Teachers; Teacher Student Relationship; Classroom Communication; African Languages; Secondary School Students; Teacher Attitudes; Foreign Countries; Nigeria + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Soziolinguistik; Unterrichtserfolg; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Sekundarschüler; Lehrerverhalten; Ausland
Abstract	The primary goal of language teaching is to afford learners, proficiency in communicating in the target language, self-development as well as intercultural understanding of languages in the learning process. The teacher is therefore charged with the task of selecting appropriate strategies to effectively achieve his pedagogic goals, one of which is the use of Code switching and Code mixing. Traditionally, this strategy has been viewed negatively as signs of deficiencies in a speaker, though in a typical multilingual setting, speakers tend to select multiple codes or mix languages they consider appropriate to facilitate and clarify meanings in their language expressions. This study intends to project the socio-linguistic functions inherent in code switching and mixing that can help ESL students transcend from the known (L1) to the unknown (L2), especially in learning complex language contents; making the teacher's work, productive and less strenuous. A quantitative methodology was adopted to ascertain the efficacy of code switching and mixing as a teaching strategy. The results revealed that Code switching and mixing have progressive and positive effects in language learning, both for the teacher and learners in the ESL situation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01