The functions of code switching in English language learning classes

Christa Van der Walt

Abstract


It has been a cornerstone of English language teaching, as well as a proud tradition, that English should be taught by using only English. The practice is not questioned often and student teachers remember and are sometimes reminded during their practical teaching sessions of various techniques and strategies that can be used to get learners to speak English only, from pretending to be deaf when learners address them in their home language to punishing learners by exacting a ‘fine’ of some sort when they ‘lapse’ into their home languages. Auerbach (1993), Swain and Lapkin (2000), Cook (2001) and Hughes et al. (2006) discuss the resistance against the use of home or community languages in language teaching classes and describe a variety of functions for which languages other than the target language can be used with good effect. The question in this article is whether English language teaching practices in a number of Western Cape schools demonstrate similar functions of code switching.


Full Text:

PDF


DOI: https://doi.org/10.5785/25-1-27

Refbacks

  • There are currently no refbacks.




Copyright (c)




ISSN 2224-0012 (online); ISSN 0259-2312 (print)

Powered by OJS and hosted by since 2011.

http://perlinguam.journals.ac.za/public/site/images/scholar/logo_copy_241

Disclaimer:

This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.

SUNJournals Help