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Codeswitching in ESL: Is there a complexity threshold?
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
2019 (English)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Bi- or multilingual speakers sometimes engage in speech using several languages at their disposal. In this case study, codeswitching – the alternation of languages – in the L2 classroom is investigated in the context of a Swedish upper secondary school teacher's practice.

Four lessons were observed, and the teacher was interviewed.

Four types of teacher codeswitching were identified, and motivated by the teacher due to the: relation to individual students, knowledge of student proficiency, level of topic complexity, and level of affect.

In conclusion, the teacher codeswitches to achieve social, pedagogical, and affective goals, among other reasons, to motivate, clarify, and reprimand. The concept of a "complexity threshold" and its possible implications for teachers and students are discussed, as well as the quality of classroom discourse with suggestions for further research of potential educational affordances arising from codeswitching.

Place, publisher, year, edition, pages
2019. , p. 31
Keywords [en]
teacher, codeswitching, ESL, English instruction, Sweden, L1 use, complexity threshold
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hv:diva-13928Local ID: EXE601OAI: oai:DiVA.org:hv-13928DiVA, id: diva2:1321844
Subject / course
English
Educational program
Teacher Traning Programme
Supervisors
Examiners
Available from: 2019-06-10 Created: 2019-06-10 Last updated: 2019-06-10Bibliographically approved

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