University teacher's use of code-switching in the classroom and impact on

students' learning

Literature Review

Introduction:

Code switching is using two languages at the same time. It has both linguistic and social and
psychological effects. These psychological effects show up in the way teachers think about teaching
English as a second language. Even though a lot of research has been done on how code-switching
works in language classrooms, not much, if any, research has been done on how it relates to the
teachers' beliefs. This study is meant to fill in this gap in the research that has already been done. The
study was done with the help of five student teachers who were doing their teaching practice at a
private school in Turkey. The goal was to find out what they thought about code switching in their
classrooms by looking at how they talked to their students, interviewing them individually, and using a
method called "stimulated recall." In the first step of the research, video recordings were made of the
five student teachers' lessons from their university Teaching Practice course. Then, each student teacher
was interviewed on their own to find out what they thought about code switching and how they felt
about language teaching in general. In the last step, the student teachers were asked to talk about parts
of their lessons that were chosen based on how people talked in their classes. Then, a method called
"thematic analysis" was used to look at the data. The results showed that code switching is about more
than just languages. It also shows how teachers see themselves professionally, what they believe, how
they see themselves, what affects them emotionally, and how they feel about their supervisors. This
study shows that teaching programs and training for supervisors and mentors could benefit from talking
about code switching.

Code switching:

Since its inception, the topic of code flipping in second language classrooms has attracted an ever-
increasing amount of academic attention. The majority of the first studies on code flipping in the
classroom focused on situations where students were learning a second language (English as a Second
Language courses) or were exposed to a bilingual curriculum. Functional code analysis was then
employed in quantitative methods. The practice of code flipping in foreign language schools has been
the subject of increased sociolinguistic research since the 1980s (Atay D, 2009). Interactional
sociolinguistics, conversational ethnography, and interpretative research paradigms are only a few
examples. Code flipping in English as a foreign language (EFL) classroom is an important area of research
because of the tight relationship between sociolinguistic techniques and the usage of the target
language and/or mother tongue (also known as L2 and). This distinction between L1 and L2 classroom
usage has been discovered in a number of research. Using the target language in an English as a Foreign
Language (EFL) classroom is highly recommended by experts (Auerbach, 1993). However, the usage of
L1 in EFL courses is still a topic of contention. As an example, Krashen and Terrell argue that strategies
that prioritize communication are more effective than those that prioritize language. However, they
argue that the L2 ought to be utilized in class since "the instructor always speaks the target language."
While they are adamant on the instructor's right to choose the code, they do believe that students
should have the option of utilizing either the L1 or L2 until they are fluent in both. After these practices
were implemented in foreign language schools, researchers paid greater attention to the significance of
using L1. The L2-only tradition, which excludes the L1, has been criticized for restricting "the methods
that languages may be taught." (Beauchamp C, 2009)

Code-switching in the classroom:

Unlike in bilingual societies, where CS is seen as "an advantage and a useful complement to their [the
bilinguals'] palette of communication methods," this is not the case in the foreign language classroom
(D, 1987). Code-switching is typically discouraged by teachers because of concerns that it will interfere
with students' ability to grasp the curriculum's official language of instruction. Presents the five main
points of the case against using CS in FL classrooms. First, CS implies using L1, which is undesirable since
the goal of a second language classroom should be to maximize L2 input (from the instructor) and L2
output (from the students), both of which are considered vital in acquiring the target language (Diane,
2002). Second, staying away from CS guarantees you won't have to deal with any unfavorable
interference and you'll be able to learn the language according to the principles of understandable input
and meaning negotiation. Third, staying away from CS prevents a resurgence of out-of-style approaches
like the grammar translation technique, which is considered as an example of an approach in which the
L2 is taught without consideration for the ‘real world' use of the language. Forth, there is no political will
to implement CS; this view is predicated on the (claimed) desire to hire native language instructors for
political and economic reasons; in this sense, a kind of linguistic imperialism is being serviced. Finally,
avoiding CS is seen as a signal for 'excellent teaching,' i.e., has a control role, since it is reinforced by
official 'English-only' language instruction rules created by governmental agencies (GS, 2014).

Teacher beliefs:

The influence of instructors' worldviews on educational practices is one of the most researched areas of
teacher cognition. Educators' "knowledge, attitudes, values, expectations, beliefs, and assumptions
about teaching and learning," as the author puts it, shape their approaches to the classroom. Teachers'
and students' beliefs about one another's language ability have been shown to affect pedagogical
choices (Gabrielatos, 2001). Many people think that a teacher's philosophy of education may have a
major impact on their pupils' future careers in teaching. Therefore, it is essential to study teachers'
worldviews in order to create more efficient ways of teacher training. Several factors were taken into
account by early academics while attempting to understand what prompted educators to form their first
opinions. Understanding the role of varied ideas in teacher education necessitated a network of beliefs
that influenced the future behaviors of the student teachers. A literature review on the topic of student
instructors' viewpoints found that the students' own biases and assumptions influenced both their
teaching and their learning. In light of everything we've spoken about, it's clear that those of us who are
thinking about becoming teachers have strong opinions regarding the state of the profession right now.
It's important to remember that teachers' perspectives were shaped by a variety of variables, such as
their personal experiences learning a new language, the resources made available to them, the advice of
their superiors, classroom observations, and so on. Because of these ideas, students' actions mirror
what they believe (Holt-Reynolds, 1992). Although these actions are prevalent among student
instructors, this does not indicate that all student instructors will act in this way. The ensuing variety of
thinking and behavior through code-flipping offers pupils with a chance to reflect on their own identities
while learning. The authors of this research contend that new teachers should see their first teaching job
as a chance to grow as both a person and an educator. In the next paragraphs, the authors elaborate on
their student teachers' viewpoints and experiences (K, 2001).

Categorizing code-switching in the classroom:

In the section before this one, it was argued that the FL classroom should be seen as a place where a
common language is spoken (P, 1998). The most common way of talking about this place is as an
institution whose main goal is to give students a good education in a FL. Because of this, it is important
to put the goals ahead of the ways language is used. Realizing that the FL classroom is a kind of
institutional discourse has important implications for categorizing and identifying the roles that CS plays
in classrooms. These roles are similar to those that CS plays in other contexts, but they have a strong
pedagogical emphasis because of the main goal. Because students and teachers have different roles in
schools, it is also possible to classify computer science (CS) functions and activities differently for each
group. Two important studies showed what CS is and how it can be used in linguistics (V, 2001). This
study looked at how instructors and students in an EFL class at a public university in Turkey learned and
used CS. The goal was to learn more about how CS is used in the L2 classroom. The goal of this research
was to find and evaluate the conversational functions of CS so that we could figure out if changing CS
from English to Turkish would be in line with how FL is taught (Y, 2007).

Conclusion:

This study's results also show how important it is for programs that train teachers to use code switching
as a rich source of research. The current research on code switching could help us figure out how it
affects how people talk to each other in EFL classrooms. But code switching should also be looked at on
its own, both as part of research on how to train teachers and as part of training while teachers are
actually teaching. This would probably help trainees understand how code switching can be used in the
classroom and give them a chance to see how it works in this setting. They could also be asked to think
about how their ideas about code switching fit in with what they think about ELT in general.

According to the research, code switching has a direct impact on a teacher's decision making and is
about more than simply the language being used. The research also reveals that instructors' attitudes
toward and usage of code flipping in the classroom may reveal a great deal about their identities and
character traits. In a nutshell, a teacher's self-perception plays a significant role in the practice of code
flipping. It has nothing to do with a teacher's knowledge of language or second language proficiency, but
rather with how the teacher views themselves as a professional. It's more about their own sense of
identity and purpose in the classroom. Given the significance of code flipping to the lives of these
preservice educators, it is imperative that it be emphasized in training programs and pedagogy. The
conversation demonstrates that preservice teachers are not provided with sufficient knowledge
regarding code flipping to assist them cope with their own ideas about teaching, the expectations of
their supervisors, and the unexpected events that occur in the classroom. From this vantage point, code-
switching is less of a linguistic quirk and more of a window into the many ways in which educators think
about the world. Its potential in this area does not seem to have been considered so far in teacher
training or in the monitoring of practica.
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