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Attitude Od Teachers And Students Towards Classroom Code Switching

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Attitude Od Teachers And Students Towards Classroom Code Switching
Asian Journal of Humanities and Social Studies (ISSN: 2321 – 2799)
Volume 02 – Issue 06, December 2014

Attitudes of Teachers and Students towards Classroom Code
Switching in Literature Classes at Tertiary Level in Pakistan
1

Beenish Riaz Gill , Mumtaz Ahmed

2

1

M.Phil Scholar, University of Sargodha, Women Campus, Faisalabad, Pakistan

2

Lecturer in English, Govt. Postgraduate College of Science, Faisalabad, Pakistan
Corresponding Author email: webmumtaz {at} gmail.com

____________________________________________________________________________________________________________

ABSTRACT---Classroom code switching in multilingual and multicultural classes is a common phenomenon and has many different attributes in a country like Pakistan where English is taught as a second language (ESL). In
Pakistan, students as well as teachers tend to switch between English, Urdu (national language) and Punjabi
(regional language of a province) even in literature classes at tertiary level. As a part of the worldwide change in the methods, as well as techniques, styles and strategies associated with English Language Teaching (ELT), switching a code is considered a part of teaching strategies. This paper is an attempt to give careful consideration to the specific purposes behind teachers ' code switching along with their attitudes. Attention is also paid to the attitudes of the post graduate students towards classroom code switching. A questionnaire was used to collect data from teachers as well as students of four different universities. The findings of the study highlight the reasons behind teachers ' code switching like simple communication, keeping up control in the classroom, explaining abstract things, interpretation, and introducing unfamiliar terms.
Keywords: Attitude, code switching, multilingualism, English language teaching (ELT), English as a second language
(ESL), classroom discourse.


References: [1] Abdullah,A. A. Students’ attitude towards using code switching as a medium of instruction in the college of health sciences: An exploratory study: ARECLS, 2010, Vol.7, 1-22. Nordic Journal of African Studies, 15 (1), 90-99. (2006). [3] Brown, Keith (Ed.), Encyclopedia of language & linguistics. Oxford: Elsevier, United Kingdom. (2006). [4] Cohen, L., Manion, L., and Morrison, K. Research Methods in Education. Abington: Rutledge (2007). http://dx.doi.org/10.1017/CBO9780511611834(1982). http://www.benthamscience.com/open/toalj/articles/V003/10TOALJ.pdf (2010). [12] Reyes, B.A. Functions of code-switching in school children’s conversations. Bilingual Research Journal, 28 (1), 7796. (2004). [13] Rizvi, E. Code-switching in Iranian Elementary EFL Classrooms:An ExploratoryInvestigation: English Language Teaching, 2011, Volume 4, No [14] Saville-Troike, M. The Ethnography of Communication: An Introduction.Oxford: Basil, Blackwell. (1986). [15] Spolsky, B. Sociolinguistics. Oxford: Oxford University Press. (1998) [16] Sultana, N [17] Tariq, A., Bilal, A., Abbas, N., & Assad, M. Functions of Code-switching in Bilingual Classrooms. ISSN 2222-1719 (Paper) ISSN 2222-2863 (Online) Vol.3, No.14, 2013 [18] Wardhaugh, R. An Introduction to Sociolinguistics. 5th Edition. Oxford: Blackwell Ltd.(2005). Asian Journal of Humanities and Social Studies (ISSN: 2321 – 2799) Volume 02 – Issue 06, December 2014 824 Asian Journal of Humanities and Social Studies (ISSN: 2321 – 2799)
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