A conversational analysis of language practices in the FL classroom: Data from a Ghanaian University context

Research output: Contribution to journalArticlepeer-review

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 languageEnglish
Pages (from-to)98-121
Number of pages24
JournalLinguistics Journal
Volume14
Issue number1
Publication statusPublished - Aug 2020

Keywords

  • Code-switching
  • Conversation analysis
  • Language choice
  • Spanish FL classroom interaction
  • Spanish FL pedagogy

Fingerprint

Dive into the research topics of 'A conversational analysis of language practices in the FL classroom: Data from a Ghanaian University context'. Together they form a unique fingerprint.

Cite this