The Effectiveness of Code-switching and Identity Reconstruction

• 발행기관: 한국영어어문교육학회
• 저자명: Kyung-Ae Oh Young Mi Kim
• 간행물 정보: 『영어어문교육』영어어문교육 제18권 제4호, 115~141쪽, 전체 27쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2012.12.30

영문 초록

The study aimed to determine the outcomes of one teacher’s code-switching between Korean and English in a Teaching English in English (TEE) university class. Seventy-four female freshmen participated in class observations, a survey questionnaire, and interviews. The results were categorized into three parts: 1) instances of code-switching, 2) students’ perceptions, and 3) the relationship between code-switching and students’ identity reconstruction. The seven categories of code-switching were: 1) to build rapport between the teacher and students, 2) to assist group discussions, 3) as a repair strategy, 4) to teach bilingual terminology, 5) to disapprove students’ behavior, 6) to announce important notices, and 7) to clarify the meaning of vocabulary. Students had positive perceptions concerning code-switching, in particular, content knowledge delivery and classroom management. More importantly, the teacher’s code-switching influenced the students’ self-identity. This finding implies that code-switching is an effective educational strategy that teachers need to apply based not only on the type of course and the students’ English proficiency levels, but also on the students’ cultural and social context where they construct their identity.

목차

Ⅰ. INTRODUCTION

Ⅱ. LITERATURE REVIEW

Ⅲ. METHOD

Ⅳ. RESULTS AND DISCUSSION

Ⅴ. CONCLUSION

REFERENCES

키워드

Teaching English in English English Medium Instruction Code-switching students’ identity