Open AccessCode-Switching in Second Language Teaching of English: Does it Matter?
Author(s) -
Amina Alić Topić
Publication year - 2022
Publication title -
map education and humanities
Language(s) - English
Resource type - Journals
ISSN - 2744-2373
DOI - 10.53880/2744-2373.2022.2.1.8
Subject(s) - facilitator , code switching , first language , computer science , code (set theory) , significant difference , mathematics education , psychology , programming language , linguistics , social psychology , medicine , philosophy , set (abstract data type)
Bosnian and Herzegovinian English language instructors and ESL students widely acknowledge using more than one language code in formal classroom settings. Code-switching is caused by various factors or were specific communication goals must have been involved. This study aims to discover how ESL students view code-switching by English language instructors in secondary schools in Tuzla. For that purpose, three research questions have been defined: (1) Is there a significant difference in students’ attitudes towards code-switching based on gender? (2) Is there a statistically significant difference in students’ attitudes towards code-switching? and (3) Is there a statistically significant difference in students’ attitudes towards code-switching based on a grade level? The study demonstrated students’ attitudes, usage, and opinions toward code-switching in the classroom. Most ESL students favor code-switching, which is equally gender-based, high frequency in use and grade level incidence constant. In terms of code-switching use of mother tongue becomes, by default, a facilitator of task completion and cognitive collaboration. Code-switching is also believed to help ESL students understand the target language. The findings suggest that code-switching is required when using the first language in the classroom to help students master English.