code-switching

Code-switching (CS), an alternation between two or more languages or language varieties, has long been researched in language education. A great number of studies by applied linguists have explored the reasons for, and the potential usages of code-switching in foreign language education over the past years. This study explores the perceptions of English language learners across various proficiency levels concerning teachers’ use of CS, in this case Farsi in English classrooms. It also examines the roles and functions of CS in the classroom. Fifty teachers and 105 language learners from University of Tehran Language Center (UTLC) in Tehran, Iran were involved in this study. The necessary data were obtained through questionnaires. The results suggested that the Elementary (EL) learners seem to benefit from the teachers' use of first language in class, whereas English-only classroom is preferred by Intermediate (IN) and Upper Intermediate (UI) ones. It was also revealed that maximum exposure of the learners to the target language seems necessary. The results suggest that, concerning the learners' levels (EL, IN and UI), teachers’ and learners’ Code Switching can work as a useful language teaching strategy. The findings of this study can have implications for English as a Foreign Language (EFL) classrooms and can be used by language teachers.

In English as a Foreign Language (EFL) and bilingual language classrooms, code-switching is widespread among teacher-student and student-student interactions; however, there seem to be few or no studies tracking the perceptions and practices of EFL learners toward code-switching. Therefore, the aim of this study was to identify the perceptions and practices of high and low achievers toward teacher code-switching with focus on the possible limitations and benefits that it might have in language classrooms. For this purpose, the researchers used a qualitative design in the form of grounded theory. Accordingly, 11 high and 13 low achievers were interviewed individually and in focus groups. Further, the elicited responses were transcribed and codified using Straus and Corbin’s (1998) constant comparative method. In addition, for the purpose of validation, real observations of 10 university classes in different English courses were made.  The findings revealed 4 major themes and 26 categories for high and low achievers. Consequently, the findings implicated that code-switching was an advantageous tool at the disposal of English teachers.

Section 115 of Iranian constitution reads: "The president should be among the political, religious 'rejal' …". The word 'rejal' taken from Arabic language means 'men'. Some Iranian politicians believe that the word has the same meaning in Persian, therefore, women cannot lead the country as presidents; while, others argue that 'rejal' can now refer to both sexes, therefore women can be elected as presidents. This, study tackles the issue from a sociolinguistic perspective. To do this, we need to find if the word 'rejal' is now a Persian word borrowed from Arabic, or, it is an Arabic word to which Persian speakers switch. About eleven hours of sociolinguistic interviews were conducted with 10 Persian speakers and all nouns (Arabic or Persian) were extracted from the data and later subjected to analyses to describe the linguistic behavior of each category in its own context. Then the behavior of nouns in each context is compared to that of the other contexts. Our findings show that Arabic origin nouns are found to be behaving like Persian nouns, they have, therefore, been borrowed into Persian and have Persian connotations and functions. Evidence is, therefore, presented to the 'Persianness' of 'rejal', shedding scientific light on a political problem.

This study investigated the impact of code-switching on speaking ability of Iranian low proficiency EFL learners. Moreover, it was an attempt to show what functions existed behind code-switching strategies used by the EFL learners. To this end, 60 male and female Iranian EFL learners age-ranged between 20 and 30 participated in the study. Data collection instruments which were used were the Interchange Objective Placement Test, a pretest, a teaching material, and a posttest. The speech of 60 Iranian EFL learners was recorded while they were performing some picture-description tasks. Then, their speech was transcribed and analyzed. The collected data were subjected to independent-samples t-test. The results indicated the two main functions of code-switching were equivalence and floor-holding. Furthermore, the findings of the t-test demonstrated that code-switching was an effective strategy among low proficiency level EFL learners and it could increase their motivation and interaction in the class discussions. Thus, they can speak in a positive environment and speaking is not an inhibitory factor anymore in their English learning.

AbstractText Self-Evaluation of Teacher Talk (SETT), comprised of four modes and 14 interactures, aims to make teachers cognizant of the importance of their classroom interactions. This study specifically elaborates on the skills and systems mode, which generally gives primacy to accuracy and is pertinent to the reading and writing literacy development course. The data were collected from five experienced elementary teachers - one female and four males - taking part in the official ‘Superior Teaching Style Contest’ of the Ministry of Education in Iran. The data were analyzed using Walsh’s (2006b) adapted SETT framework. The results showed that all of the interactures and pedagogic goals of the mode were observed in the analyzed data. Code-switching, as an added interacture to the mode, happened in all five teachers’ recorded classes, especially when moving from one activity to another. The findings of the study provided robust evidence regarding the overuse of teacher echo in the mode.

Due to the vital role of back channels in mutual understanding and their use in many aspects of language learning, the present study investigated the attitudes toward back-channeling in Iranian EFL online versus regular classes. The study was quasi-experimental in design, with interviews and recording of course sessions by ZDF Soft Screen Recorder and the voice Memos application in both classes to measure the duration of silence, TTT (Teacher Talk Time), STT (Student Talk Time), BC (Back Channels), and other activities such as TCS (Teachers' Code-Switching), SCS (Students’ Code-Witching), S (the time passed in silence). In doing so, two online classes included 30, two regular ones included 27, and four English teachers of the participants were randomly selected from the Kanoon Language Institute in Isfahan, Iran, to take part in the study. Learners received four and a half hours of instruction per week within the course period. In the next step, all the data gathered was analyzed and statistically addressed by using, IBM SPSS Statistics (Version 26) software. The results revealed back channels had positive effects on learners in both classes. Besides, teachers and learners had positive attitudes toward using back channels, however, in online classes, learners were more willing to use back channels. The findings of this study could be fruitful for improvement with well-designed materials and explicitly teaching back channels, which can provide opportunities for learners to express their emotions, and ideas, and enhance their strengths.