Open AccessFactors that motivate ecuadorian public school english teachers to code-switch in the english as foreign language classroom
Author(s) -
Wellintong Segundo Intriago Alcivar,
Delia Hidalgo
Publication year - 2021
Publication title -
kronos - the language teaching journal/kronos - the language teaching journal (en línea)
Language(s) - English
Resource type - Journals
eISSN - 2631-2859
pISSN - 2631-2840
DOI - 10.29166/kronos.v2i1.3032
Subject(s) - code switching , foreign language , english as a foreign language , likert scale , ethnography , framing (construction) , mathematics education , code (set theory) , english language , computer science , psychology , pedagogy , sociology , linguistics , engineering , programming language , developmental psychology , philosophy , structural engineering , set (abstract data type) , anthropology
Code-switching is a sociolinguistic phenomenon that usually occurs in bilingual or multilingual communities. Regarding English Language teaching contexts, it seems that code-switching also occurs in EFL classrooms. Therefore, this paper attempts to find out and describe the factors that motivate Ecuadorian English teachers to code-switch as well as establish the foundation for further researches about the code-switching effect and the role that L1 should play in the EFL classroom. This descriptive, combined, and ethnographic research gathered data through a surveys compound by 6 questions framing the Likert scale, which were answered by 17 Ecuadorian English teachers. The results show that the factors that motivate them to code-switch are related to pedagogical and affective purposes; nevertheless, it seems that its usage is neither planned nor applied to get pedagogical purposes that let them know how and when code-switching might enhance the SLA process.