The influences of Code-switching in the Second Language Classroom in connection to language development

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The influences of Code-switching in the Second Language Classroom in connection to language development

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Publication Student thesis
Title The influences of Code-switching in the Second Language Classroom in connection to language development
Author(s) Svendsen, Emelie
Date 2014
English abstract
The goal of this paper was to investigate if code-switching is a beneficial language strategy pertaining to pupils’ oral language development. Moreover, the purpose was to examine what teachers need to consider when they use the pupils’ first language in the classroom. Previous studies are in conflict of whether or not code-switching is a useful language strategy and also of how it should be used in the language classroom. This synthesis attempted to answer if code-switching support oral language development in the second language (L2) classroom in secondary school in Sweden and what needs to be considered when using code-switching in an educational context. The results suggested that low-proficiency learners benefit from first language (L1) usage, whereas high-proficiency students seem to both prefer and benefit more from an English-only classroom. Findings also propose that maximum exposure of the target language (TL) is to be preferred, as long as it is not too difficult for pupils to comprehend. Together, these findings suggest that teachers’ and pupils’ usage of code-switching can be a beneficial language strategy, but that it is crucial for teachers to know their pupils’ language level and when to use code-switching.
Publisher Malmö högskola/Lärande och samhälle
Pages 35
Language eng (iso)
Subject(s) Code-switching
Oral language development
second-language
first-language
second language teaching
second language acquisition
language learning
Handle http://hdl.handle.net/2043/18110 (link to this page)

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