English Language Teachers' Code-switching in Class: ESL Learners' perceptions (The Comparasion with Last Journal and The Review of Each Part)

Assallamualaikum friends

       

          Hello, welcome back to my blog. Long time no upload the article related to English. I thought that this blog is already not active. Yet, my thought is totally wrong. Now, I'm having a chance for rewriting it. Well, in this occasion I will give you new information but still related to article in International journal which has a title attributed to Code-switching. This writing is purposed to explain the similarities aspect that contained in first & second journal. In contrast, on this opportunity I also will serve several explanation which refered to differences of first and second journal. After that, I'll explain each part of second journal exactly consist of Introduction, Literature review and  Methodology. Ok, to concise the time I'll explain these now.

The similarities between first and second journal

       There are a lot of similarities that exist in both of the journals. However, it will be explained by me just a few aspects. Because of these (first and second journal) have similar explanation that consist of Code-switching. So, of course the purposes of these journals also similar. The purposes of Code-switching that in these journals are to give instruction, learning strategy and managing classrooms. During teaching and learning process, disruptions such as noisy or unordered students need to be managed. Then, teacher may give clearer warning in L1 than in L2. The second one is about learning strategy. In fact, learning strategy of Code-switching which applied in EFL or ESL classroom are similar. They have similar learning strategy which purposed to smoothen teaching and learning process in the classroom. In additional, teacher can use Code-switching as tool to ease the material delivery to students. The last one is about managing classrooms. In Code-switching, especially from both of journals have similar goal to save more time when teacher explaining the material. So, Code-swtching is essential for EFL and ESL classroom. Moreover, there are another characteristics which indicated similar between first and second journal. It tells about the students&teachers' perception to Code-switching. Between first or second journal are having similar  perception to Code-switching.Teachers and students considered that Code-switching is important annd useful in the classrooom especially for relieve anxious, nervous, frightened and reluctant students as well as learners with low self esteem. Futhermore, both of these journals also have similar explanation which focus on multicultural countries (Indonesia and Pakistan) 

The differences between first and second journal  

       Explaining about the differences of both journals. Although those journals are similar to explain about Code-switching. However, actually there are several differences aspects of those journals. The first one is about approval of Code-switching. In first journal, exactaly about Code-switching in EFL classroom. Most of expers said that Code-switching are useful for applying in EFL classroom. The experts say that Code-switching is beneficial for all education level of students. In contrast, it is totally different in ESL classroom. Most of experts in ESL say that Code-switching L1 should not replace L2. Some teachers are of the opinion that Code-switching should be use in beginner or elementary level only and as the level advances it should be limited. The students of English department usually have negative attitude towards code-switching,whereas students from other departments have no objection. Therefore, the existences of code-switching between EFL and ESL classroom are different.

Review of Each Part in Second Journal (Introduction, Literature review and Methodology)

A. INTRODUCTION

           Pakistan is one of states which use English as second language or it also can be said that Pakistan uses English as its official language. English holds central position in Pakistan because all aspects which related to education,  offices, administration, technology and research are already applied English. English is one of important language in Pakistan especially in education. However, Most of students in Pakistan also assumed and realize that varieties of other languages are also important in spoken in Pakistan. Then, people unconsciously mix and switch between languages in their communication. In Pakistan, code-switching has become common things and people commonly switch between Urdu and English. In additional, the activity of code-switching also have applied in textbook. Moreover, in spoken discourse, English teachers in Pakistan also switch code during their learning for different purposes, for instance giving instrucions, clarifying new vocabulary, managing classrooms etc. Futhermore, there is another purposed of teacher in code-switching which refered to explain things better or to build relation with their students. 

B. LITERATURE REVIEW

             Commonly code-switching is a shift from one language to another language by the speakers. However, that definition is different to another definition which revealed by researchers. There are varieties of definitions given by different researchers. First definition is explained by Valdes-Fallis (1978), says that code-switching is an interchangeability of two codes done by transfer, borrowing or  mixing of the words. The second one is revealed by Gumperz (1982). He says that code-switching as the just apposition of two grammatical systems or sub-systems. In fact, code-switching is very familiar in EFL or ESL classrooms throughout the world. students have positive and negative attitudes towards code-switching of teachers in classroom (Abdolaziz & Shahla, 2015; Dar et al., 2014). Code-switching occur unconsciously by the teachers and is used as a good strategy in explaining instructions, translating difficult vocabulary, managing class, giving background information and in reducing students’ nervousness (Jingxia, 2010;Yao, 2011). 

              Beside that, some teachers suggested that code-switching is beneficial to relieve anxious, nervous, frightened, and reluctant students as well as learners with low self-esteem. Code-switching not only increase student’s comprehension and application of the material but also provide a positive learning environment with the help of good student-teacher relationships (Moghadam, Samad, & Shahraki, 2012). Moreover, majority of ESL learners think that they get benefit because of teachers’ code-switching and it helps in learning a language in a better way (Nordin, Ali, Zubir, & Sadjirin, 2013). According to a research, 64% of the students give more respect to the teachers who switch code during lectures and most of them believe that code-switching also help them to score better in exams (Alenezi, 2010).

             On the other hand, S. D. Krashen (1985) claimed that the students’ L1 should not be used in the classroom so as to maximize the exposure of the target language. The more the L2 exposure students receive, the faster the students learn (Ellis, 2015). Yataganbaba and Yildirim (2015) also suggest that L1 should not replace L2. Some teachers believe that code-switching should be used at beginner or elementary level only and as the level advances it should be limited (Horasan, 2014). The students of English department usually have negative attitude towards code-switching whereas, students from other departments have no objections (Rukh, 2014; Rukh, Saleem, Javeed, & Mehmood, 2014). Therefore,  this studies suggested that the educational level of the students play an important role to determine effectiveness of code-switching as a learning strategy. For beginners or low proficiency learners, for instance, code-switching is an effective strategy to learn, but for

intermediate level students more target language input is required therefore code-switching

is not approved or liked by their lecturers and students as well

               

 C. METHODOLOGY

               The data for this study were collected through 5-point Likert scale questionnaires which consisted of 12 close-ended and 2 open ended questions. The questionnaire was developed by the researcher. The researchers took guidance in tool development form following studies (Ahmad & JusoThe tool was checked for self-validity and expert validity. The questionnaire was also piloted and needed changes were made before data collection. Validity is a significant aspect of research and “if a piece of research is invalid then it is worthless” (Cohen, Manion, & Morrison, 2013). The question of validity is important as it emphasizes on ensuring whether the results of the research can be generalised to population and the similar studies. Respondents’ consent was taken prior to the data collection. They were also informed that participation in the study was voluntary and they could withdraw at any time. The respondents were also assured anonymity. Taking consent and protecting respondents’ anonymity are two suggested ways of ensuring ethical consideration. (Creswell, 2012). Quantitative data were analyzed through SPSS version 16.0 and thematic analysis technique was used for qualitative data analysis. Sample of the study were 156 undergraduate students from five selected universities in Karachi. Three of the universities are in private sector and the two are in public sector. All of the students in sample were studying English language, as a compulsory subject. Target population of the study are BS, BE and BBA students in Karachi Pakistan. Here, explanation more detail below:

Well, I think enough for explanation related to comparasion and each part in second journal. I am so sorry for many mistakes were made by me. Don't be hesitate if u want to give advice or suggest through this blog. Thank you so much for always visiting this blog. The last I say wasallamualaikum Wr, Wb.