Attitude Od Teachers And Students Towards Classroom Code Switching

Topics: Linguistics, Multilingualism, Lingua franca Pages: 9 (4107 words) Published: March 16, 2015
Asian Journal of Humanities and Social Studies (ISSN: 2321 – 2799) Volume 02 – Issue 06, December 2014

Attitudes of Teachers and Students towards Classroom Code
Switching in Literature Classes at Tertiary Level in Pakistan 1

Beenish Riaz Gill , Mumtaz Ahmed



M.Phil Scholar, University of Sargodha, Women Campus, Faisalabad, Pakistan


Lecturer in English, Govt. Postgraduate College of Science, Faisalabad, Pakistan Corresponding Author email: webmumtaz {at}


ABSTRACT---Classroom code switching in multilingual and multicultural classes is a common phenomenon and has many different attributes in a country like Pakistan where English is taught as a second language (ESL). In Pakistan, students as well as teachers tend to switch between English, Urdu (national language) and Punjabi (regional language of a province) even in literature classes at tertiary level. As a part of the worldwide change in the methods, as well as techniques, styles and strategies associated with English Language Teaching (ELT), switching a code is considered a part of teaching strategies. This paper is an attempt to give careful consideration to the specific purposes behind teachers' code switching along with their attitudes. Attention is also paid to the attitudes of the post graduate students towards classroom code switching. A questionnaire was used to collect data from teachers as well as students of four different universities. The findings of the study highlight the reasons behind teachers' code switching like simple communication, keeping up control in the classroom, explaining abstract things, interpretation, and introducing unfamiliar terms.

Keywords: Attitude, code switching, multilingualism, English language teaching (ELT), English as a second language (ESL), classroom discourse.

Researchers are curious about searching for the reasons of code switching at post graduate level. Switching a code is typically a region of classroom discussions. The purpose of this paper is to give an outline about the fact of code switching (CS) and code mixing (CM) in the literature classes at tertiary level in Pakistan, and attitudes of students and teachers towards classroom code switching.

Use of classroom code switching/ code mixing as a certain strategy acquired very much interest since 1980. A number of university students maintain having a positive mind-set pertaining to using this strategy in ESL classrooms, while a number of other students possess negative mind-set pertaining to use of code-switching in ESL classrooms. Faltis (1989) puts that the processes of code switching, code mixing and obstruction happen when a bilingual substitutes any kind of expression from one language to another language. He supports that code switching is the intrasentential switching whereas code mixhing is the inter-sentential switching. Vazquez-Faria (1982), Levine (2003), Liping (2004) (as cited in Jingxia, 2010) fight with the positive aspects connected with code switching by ESL teachers in ESL classrooms and advocates the code switching/code mixing to L1 by ESL teachers can make second language uncomplicated and understanding among the students will probably be quicker.

The wonder of code switching (CS) is connected to bilingualism and the very term bilingualism is intriguing in different understandings, mixture of delineations, and Spolsky (1998) depicts a bilingual as 'an individual who has some realistic capacity in the second tongue'(p.45). Wardaugh (2005) proposed that an individual who is bilingual may be said to be one who can pass on, to developing degrees in target language. Code switching (CS) can be depicted as a turn between two or more languages in a discussion. It...

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Asian Journal of Humanities and Social Studies (ISSN: 2321 – 2799)
Volume 02 – Issue 06, December 2014
Asian Journal of Humanities and Social Studies (ISSN: 2321 – 2799)
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