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
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Qian Xiaofang, Department of English, Beijing Normal University, Beijing, China
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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.
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