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Codeswitching in the Swedish EFL classroom: A comparative study of teachers’ views and practices regarding first language use and related guidelines
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
2019 (English)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Kodbytande i det svenska engelskklassrummet : En jämförande studie om lärares perspektiv och bruk angående förstaspråksanvändning och relaterade riktlinjer (English)
Abstract [en]

In this qualitative case study, the beliefs and practices regarding codeswitching in the EFL classroom are compared between selected teachers of English in upper-secondary and compulsory school (school years 7-9) from Sweden. Through semi-structured interview questions, the data were collected from six teachers from each of the respective levels of education. The interviews were conducted by the researcher on a one-to-one basis with the informants of the study. The answers showed several differences and similarities between the teachers. While both groups of teachers said that codeswitching was to varying extent necessary, the upper-secondary school teachers seemingly had a more negative view towards codeswitching in the EFL classroom. Most of the upper-secondary school teachers codeswitched when for example teaching difficult areas such as grammar by making direct comparisons to the Swedish language. The compulsory school English teachers were less negative towards the use of the L1 and often stated that codeswitching was necessary and had several uses in the EFL classroom.  According to the compulsory school English teachers, codeswitching could aid when giving complex instructions, feedback or be used to show student comprehension. When the teachers were asked about whether the guideline documents affected their choice of language in the classroom, four out of six of the upper-secondary school teachers said that their language selection was affected by the directives to varying extent. The compulsory school English teachers’ selection of language was not affected by their guideline documents, which was expected since these do not give directives regarding language selection.

Abstract [sv]

I den här kvalitativa fallstudien jämförs tron ​​och bruk gällande kodväxling i engelskundervisningen mellan ett antal av gymnasieskolans engelsklärare och högstadiets engelsklärare från Sverige. Genom semistrukturerade intervjufrågor samlades data från sex lärare från respektive skolnivå. Intervjuerna utfördes av forskaren på en-till-en-basis med varje lärare som deltog i studien. Svaren visade flera skillnader och likheter mellan lärarna. Medan båda grupperna av lärare sågs att kodväxling i varierande utsträckning var nödvändigt, visade gymnasielärarna en mer negativ syn på koderna i engelskklassrummet. De flesta gymnasieskolelärare bytte kod när de exempelvis undervisade om svåra områden så som grammatik genom att göra direkta jämförelser med det svenska språket. De högstadielärarna var mindre negativa mot användningen av förstaspråket och anförde att kodbytande var nödvändiga och hade användning i engelskklassrummet. Enligt de högstadielärarna kan kodväxling hjälpa till när man ger komplexa instruktioner, återkoppling eller användas för att visa studentförståelse. När lärarna frågades om huruvida riktlinjedokumenten påverkade deras språkval i klassrummet, sade fyra av sex av gymnasieskolelärarna att deras språkval påverkades i varierande grad av direktiven. Högstadielärarnas val av språk påverkades inte av deras riktlinjer, vilket var förväntat då dessa inte nämner lärarens språkanvändning.

Place, publisher, year, edition, pages
2019. , p. 30
Keywords [en]
codeswitching, EFL classroom, teachers’ beliefs, teachers’ practices, national guidelines
Keywords [sv]
kodbyte, engelskundervisning, lärares tro, lärares bruk, nationella styrdokument
National Category
General Language Studies and Linguistics
Identifiers
URN: urn:nbn:se:kau:diva-72763OAI: oai:DiVA.org:kau-72763DiVA, id: diva2:1327611
Subject / course
English
Educational program
Secondary Education Programme: Upper-Secondary School: English (300 ECTS credits)
Presentation
2019-06-04, 12B545, Karlstad, 15:00 (English)
Supervisors
Examiners
Available from: 2019-06-25 Created: 2019-06-19 Last updated: 2019-06-25Bibliographically approved

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