A study of code-switching in four Swedish EFL-classrooms

Malmö högskola
Lärarutbildningen
Kultur, Språk, Medier



Examensarbete
15 högskolepoäng



A study of code-switching in four
Swedish EFL-classrooms

En studie om codeswitching i fyra svenska B-språksklassrum


Christoffer Jakobsson
Henrik Rydén






Lärarexamen 270hp
Examinator: Bo Lundahl
Moderna Språk Engelska

Datum för slutseminarium: 2010-01-12
Handledare: Björn Sundmark




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ABSTRACT

This dissertation aims to investigate when and why code-switching occurs and the attitudes
towards code-switching among teachers and students in four EFL classrooms in two medium-
sized secondary schools. To be able to reach the goals set forth for this study we used
classroom observations, student questionnaires and teacher interviews. We managed to get the
cooperation of four teachers and four classes of students, two classes of eight graders and two
classes of ninth graders.

The previous research on the subject of code-switching has shown both positive and negative
sides of its use and existence. Although extensive research has been done on the subject it is
far from complete and there are still many interesting aspects left to investigate. The results
presented in this study and the opinions raised by the participating teachers and students are in
line with the already given results. Our conclusions are that the use of code-switching can be
both beneficial and negative in learning/teaching situations.


Keywords:
Code-switching, English as a Foreign Language (EFL), target language,
attitudes


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PREFACE
This dissertation has been conducted at two medium-sized secondary schools by Henrik
Rydén and Christoffer Jakobsson. The text presented in this dissertation has been written
collaboratively. The observations, interviews, questionnaires and the transcription of the
interviews have also been conducted by both of us.
First of all we would like to thank the participating schools, teachers and students for their
support, guidance and the information that they provided for this dissertation. We would also
like to extend our gratitude to our supervisor, Björn Sundmark, and examiner, Bo Lundahl,
for their support and guidance during the writing of this dissertation.
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TABLE OF CONTENTS

1. INTRODUCTION………………………………………………………………………7
1.1 Purpose and research questions…………………………………………………………8
2. BACKGROUND………………………………………………………………………..9
2.1 What is code-switching? .................................................................................................9
2.2 When and why does code-switching occur? .................................................................11
2.3 Confidence of speaking .......................................................................................…......12
3. METHODOLOGY…………………………………………………………………….14
3.1 Participants…………………………………………………………………………......14
3.2 Ethical considerations……………………………………………………………….....15
3.3 Observations……………………………………………………………………………15
3.4 Questionnaires……………………………………………………………………….....16
3.5 Interviews……………………………………………………………………………....16
4. RESULTS………………………………………………………………………………..17
4.1 When and why code-switching is used by students and teachers? .................................17
4.1.1 Observations………………………………………………………………………17
4.1.2 Questionnaires…………………………………………………………………….19
4.1.3 Interviews………………………………………………………………………….22
4.2 Teachers’ and students’ attitudes towards code-switching….........................................23
4.2.1 Questionnaires……………………………………………………………………..24
4.2.2 Interviews………………………………………………………………………….26
5. DISCUSSION…………………………………………………………………………..29
5.1 When and why is code-switching used?.............................….........................................29
5.2 What are the attitudes towards code-switching?................….........................................31
6. CONCLUSION…………………………………………………………………………34
LIST OF REFERENCES………………………………………………………………...36
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APPENDICES……………………………………………………………………………..38
Appendix 1 – Observation schedule……………………………………………………......38
Appendix 2 – Questionnaire……………………………………………………………......39
Appendix 3 – Interview questions……………………………………………………….....42
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1 INTRODUCTION

During our years studying at the School of Education in Malmö we have been placed in
different partner schools to observe and practice our teaching skills. During the periods that
we have been attending these partner schools an image has become very clear to us; not only
English is spoken in the English foreign language (EFL) classroom. Therefore, we want to
investigate the reasons why English is not the only language used in the EFL classroom and
when the switch of code occurs as well as the attitudes towards the use of code-switching. The
syllabus for English clearly states that pupils should strive towards developing their ability to
use English in communicative settings. Moreover students ought to develop their oral ability
to speak and communicate in various environments to express, describe, explain and motivate
their own opinions (Skolverket, 2000). However there is a great deal of Swedish spoken
among students and teachers, but all for different reasons. According to the Encyclopedia of
Language & Linguistics (Strazny, 2005), the reasons why code-switching occurs are often
treated as lists of possible functions for the switching of code.

Classic codeswitching is defined as the alternation between two varieties in the same constituent
by speakers who have sufficient proficiency in the two varieties to produce monolingual well-
formed utterances in either variety. This implies that speakers have sufficient access to the
abstract grammars of the both varieties to use them to structure codeswitching utterances as
well. (Myers-Scotton 2001, p. 23)

A crucial question to ask is how to help students to become effective communicators by using
formal teaching/learning? And by asking this question the importance of the use of code-
switching becomes even more interesting. While some teachers see code-switching as a
matter of concern and a sign of deficiency in their students, some recent studies suggest that
code-switching plays a major part in the acquisition of a second language and its use might be
an important competence when used correctly by speakers of several languages (Halmari,
2004; Simon, 2001). According to Den Nationella Utvärderingen av Grundskolan 2003,
NU03 (Apelgren & Oscarson, 2005), students’ own perceptions of their proficiency in the
English language were that it was very high and they were very confident when it came to
communicating both orally and in writing. Furthermore, the students stated that they value the
knowledge of the English language both in school situations and outside school and as a
valuable resource for further studies or work-related situations. The majority of the students
who participated in the survey stated that English is fun, interesting and that they were
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confident about speaking English in communicative settings both in classroom setting and
outside the classroom. However, our own experiences and perceptions of students’ confidence
are not the same and the same goes for the teachers that participated in NU03. The image that
seems so clear to us about the students’ use of English in the classroom is therefore debatable
and that is another reason for us to investigate the when and why of code-switching. The
purpose of this dissertation is to investigate when and why code-switching occurs and the
attitudes towards code-switching among teachers and students in four EFL classrooms at two
medium-sized secondary schools.


1.1 Purpose and research questions

As previously mentioned there is extensive research done on code-switching. Both positive
and negative aspects of its existence and use have been debated for years and that debate will
continue for many years to come. Our interest concerns when and why it occurs in the EFL
classroom and the attitudes towards it among students and teachers. The study presented in
this essay will take place in four classrooms at two medium-sized Swedish secondary schools
with the cooperation of teachers and students at those schools. To be able to achieve our aims
the following research questions were formulated:
• When and why is code-switching at two secondary schools by students and teachers?
• What are the attitudes towards code-switching among teachers and students at two
secondary schools?
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2 BACKGROUND


2.1 What is code-switching?

Myers-Scotton (2001) defines code-switching as the alternation between two or more
languages or varieties of a language in the same utterance or dialogue. Code switching is a
phenomenon that happens on a daily basis both in schools and outside of the school setting.
For some people code switching is as normal as breathing, it comes naturally and without any
thought behind it at all. The reason for the commonness of this phenomenon is the
internationalization of our societies and our widening of contacts both within our own
communities and throughout the world (Brown, 2006).

The speakers that use code-switching on a daily basis are usually bilingual and therefore able
to alternate between different languages or dialects in a communicative setting. The
phenomenon can occur in different ways such as substitute words, chunks or whole sentences
in order to keep the conversation alive. An example of how code-switching may appear is
exemplified by, Heredia & Brown (2006) with the following sentence from a Spanish-English
speaker: I want a motorcycle Verde, where in this case the speaker has replaced Green with
the Spanish equivalent Verde. Why the speaker places the adjective last, can be explained
through the interference of Spanish and its rule that the noun must precede the adjective.

According to Brown (2006), speakers use code-switching to compensate their lack of fluency
and proficiency in the target language by using their first language to keep a flow during the
communication. Heredia & Brown (2005) speak about code-switching as a strategic tool
speaker use to overcome gaps and flaws in conversations. Another aspect of their theory is
that bilinguals alternate between languages since their proficiency in both languages is not
sufficient enough for the task that has been given and therefore they tend to mix the addressed
language with their first language. However, one switch can also be explained through a semi-
lingualistic view that bilinguals are almost proficient in both languages and therefore the
alternation between the person´s two languages can be mixed in a communicative setting.

In the classroom teachers also use code-switching. According to Olcay Sert (2005), code-
switching used by teachers, whether conscious or unconscious, has some sort of purpose in
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the deliverance of information and meaning. By consciously lowering themselves to the
students level of speech, teachers can deliver their information without switching to the L1 of
the classroom. According to Accommodation theory, speakers vary their “use of different
language varieties to express solidarity with or social distance from their interlocutors”
(Mesthrie et al, 2000, p.180). The Accommodation theory states that speakers adapt their
language use and strategically vary their language as a tool for communicating in different
enviroments (Mesthrie et al, 2000). This shows to the point that students as well as teachers in
certain situations choose to adapt their language in order to fit in or to show their status in the
current interaction. When the switch is unconscious it might be because the teacher needs to
connect with the students on a more personal level and by doing so in the L1 of the classroom
a more concerned and personal side of the teacher is conveyed. Switching code to fit the topic
is a function of code switching that is widely used in second language learning.

The most common use of this topic-based code-switching is when teaching grammar to
second language learners. By switching to the students’ L1, the teacher can build “a bridge
from the known (native language) to the unknown (new foreign language content)” (Sert,
2005) and meaning can be discussed and understood at an earlier stage by the learners. In
order to reach clarity between teacher and student from the delivered information the use of
code swiching can be done through a repetitive function. This function has both positive and
negative outcomes in the long run since weaker students might wait until the information is
given in the repetitive stage in their L1. By waiting until this point and by not paying attention
during the first information stage the weaker students might not reach a suitable proficiency
of the target language. On the positive side, a student who wishes to learn the target language
will listen during the first information stage but might not understand all of it and by listening
during the second stage this student can then fill in the information gaps that he/she has.

In the matter of students’ use of code switching Sert (2005) draws on research done by
Eldridge (1996) and his functions of code switching for learners. A function that is mentioned
is equivalence and it states that a student tends to code switch and “use the native lexical item
when he/she has not the competence for using the target language explanation for a particular
lexical item” (Sert, 2005). This function of code switching when the proficiency of the learner
falters can be seen as a defense mechanism but by using a native lexical item the learner can
continue his/her part in the on-going interaction. In some cases students tend to use the
function reiteration. When the students receive information in the target language and display
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