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ERIC Number: EJ1387053
Record Type: Journal
Publication Date: 2023
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0957-1736
EISSN: EISSN-1753-2167
Available Date: N/A
Code-Switching in Chinese Junior Secondary School EFL Classes: Functions and Student Preferences
Language Learning Journal, v51 n3 p263-278 2023
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.
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
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A
Author Affiliations: N/A