Abstract
Despite long-held anti-L1 attitudes that have dominated foreign language (FL) pedagogy for several decades, research shows that attempts to forbid own language use in the FL classroom have not been successful. Indeed, several researchers report that codeswitching is still an integral part of the foreign language teaching process in many countries around the globe (V. Cook, 2001; Lucas & Katz, 1994). Through the use of classroom observations and audio recordings at a Ghanaian public university, the author examines the pedagogical and sociolinguistic factors that influence language practices in the FLC. The data was analysed drawing on conversation analysis. The findings show that some of the factors that motivate code-switching in the FL classroom are linguistic trouble, learner confidence, and focus on meaning. Codeswitching also serves for sociolinguistic functions such as group bonding between students.
Original language | English |
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Pages (from-to) | 98-121 |
Number of pages | 24 |
Journal | Linguistics Journal |
Volume | 14 |
Issue number | 1 |
Publication status | Published - Aug 2020 |
Keywords
- Code-switching
- Conversation analysis
- Language choice
- Spanish FL classroom interaction
- Spanish FL pedagogy