Pedagogic and Social Functions of University EFL Teachers’ Classroom Code-switching
International Journal of Language and Linguistics
Volume 5, Issue 6, November 2017, Pages: 179-186
Received: Sep. 6, 2017; Accepted: Oct. 4, 2017; Published: Dec. 7, 2017
Views 653      Downloads 38
Qian Xiaofang, Department of English, Beijing Normal University, Beijing, China
Article Tools
Follow on us
This study attempts to study classroom code-switching with the focus on code-switching of university teachers of teaching English as the foreign language and teachers of using English mainly as the instructional language. The research methods are mainly ethnographic observations of four participants. It was found that three types of code-switching patterns were identified in the study across the participants. The four teachers switched between English and Chinese for pedagogical considerations. Code-switching also served to adjust teacher-learner relationship. The research findings show that codeswitching can be utilized by teachers as a useful and effective pedagogical and social strategy, which enriches the communicative repertoire and pedagogical resources.
Codeswitching, Classroom Codeswitching, Teacher Talk, EFL Classroom Instruction
To cite this article
Qian Xiaofang, Pedagogic and Social Functions of University EFL Teachers’ Classroom Code-switching, International Journal of Language and Linguistics. Vol. 5, No. 6, 2017, pp. 179-186. doi: 10.11648/j.ijll.20170506.13
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Appel, R. E., Muysken, P. 1989. Language Contact and Bilingualism. London: Edward Arnold.
Auer, P. 2005. A postscript: code-switching and social identity. Journal of Pragmatics 37, 403–410.
Azlan, N. I., Narasuman, S. 2013. The Role of Code-Switching as a communicative tool in an ESL teacher education classroom. Procedia - Social and Behavioral Sciences 90, 458 – 467.
Cheng, X. 2013. Research on Chinese College English Teachers‟ Classroom Code-switching: Beliefs and Attitudes. Journal of Language Teaching and Research, Vol. 4, No. 6, pp. 1277-1284.
Dawaele, J., Zeckel, I. 2015. The psychological and linguistic profiles of self-reported code switchers. International Journal of Bilingualism 1–17.
Gumperz, J. J. 1982. Discourse Strategy. Cambridge: Cambridge University Press.
He, A. E. 2012. Systematic use of mother tongue as learning/teaching resources in target language instruction. Multilingual Education, 2:1.
King, J., Chetty, R., 2014. Codeswitching: Linguistic and literacy understanding of teaching dilemmas in multilingual classrooms. Linguistics and Education 25, 40-50.
Martin-Jones, M. 1995. “Code-switching in the classroom: two decades of research. In Milroy, L. & Muysken, P. (eds.) One Speaker, Two Languages: Cross-disciplinary Perspectives on Code-switching. New York: Cambridge University Press.
Myers-Scotton, C. 1993. Social motivations for codeswitching: Evidence from Africa. Oxford: Claredon Press.
Nikula, T. (2005). English as an object and tool of study in classrooms: Interactional effects and pragmatic implications. Linguistics and Education 16, 27-58.
Simon, D. 2001. “Towards a new understanding of codeswitching in the foreign language classroom”. In Jacobson, R. (ed.) Codeswitching Worldwide II. Trends in Linguistics: Studies and Monographs 126. Berlin: Mouton de Gruyter.
Song, H. (2005). Teacher’s code-switching in college English classroom teaching. Journal of Northeastern Agricultural University (Social Science Edition) 3 (1), 103-105.
Verchueren, J. 1999. Understanding Pragmatics. London: Edward Arnold.
Yu, G. 2000. A pragmatic study of code-switching. Journal of Foreign Languages 6, 22-27.
Science Publishing Group
NEW YORK, NY 10018
Tel: (001)347-688-8931