Factors that motivate ecuadorian public school english teachers to code-switch in the english as foreign language classroom
Code-switching is a sociolinguistic phenomenon that usually occurs in bilingual or multilingual communities. Regarding English Language teaching contexts, it seems that code-switching also occurs in EFL classrooms. Therefore, this paper attempts to find out and describe the factors that motivate Ecu...
| Authors: | , |
|---|---|
| Format: | article |
| Status: | Published version |
| Publication Date: | 2021 |
| Country: | Ecuador |
| Institution: | Universidad Central del Ecuador |
| Repository: | Revista Kronos Journal |
| Language: | English |
| OAI Identifier: | oai:revistadigital.uce.edu.ec:article/3032 |
| Online Access: | https://revistadigital.uce.edu.ec/index.php/KronosJournal/article/view/3032 |
| Access Level: | Open access |
| Keyword: | Sociolingüística factores para cambiar de código enseñanza del idioma inglés como lengua extranjera docentes de inglés de instituciones públicas del Ecuador Sociolinguistics Factors to code-switch English Language teaching Code-switching in the EFL classroom Ecuadorian English teachers |
| Summary: | Code-switching is a sociolinguistic phenomenon that usually occurs in bilingual or multilingual communities. Regarding English Language teaching contexts, it seems that code-switching also occurs in EFL classrooms. Therefore, this paper attempts to find out and describe the factors that motivate Ecuadorian English teachers to code-switch as well as establish the foundation for further researches about the code-switching effect and the role that L1 should play in the EFL classroom. This descriptive, combined, and ethnographic research gathered data through a surveys compound by 6 questions framing the Likert scale, which were answered by 17 Ecuadorian English teachers. The results show that the factors that motivate them to code-switch are related to pedagogical and affective purposes; nevertheless, it seems that its usage is neither planned nor applied to get pedagogical purposes that let them know how and when code-switching might enhance the SLA process. |
|---|