Akademik Veri Yönetim Sistemi
INTERNATIONAL JOURNAL OF LANGUAGES' EDUCATION AND TEACHING, cilt.11.1, sa.11.1, ss.35-52, 2023 (Hakemli Dergi)
This study aims to identify how code-switching functions as an
instructional method and discusses teachers’ perceptions of language
choice and code-switching practices at the English Prep Program of a state
university in Istanbul. Teachers’ language choice relates directly to
pedagogical focus; therefore, the present study mainly intends to examine
why instructors feel the need for code-switching while teaching. In this
regard, the study also examines if there is a specific corpus that teachers
follow while they are code-switching, by applying a mixed- method of data
collection and analysis. Not only the teachers (N=6) but also students
(N=63) were included in the study to investigate the issue from a broader
perspective. The study unearthed that even though English is the primary
instructional language in the classroom, coding from the second language
to the first language is taking place in preparatory classes. The data analysis
also indicated that all the instructors consciously or unconsciously as they
reported- code-switched throughout their lessons to make up for the
students' language deficiency and to explain the concept that had no
equivalent in the English language. The findings are important as they can
help teachers to reflect on the instructional functions of their code-changing
practices during instructions.