Code-switching in the TEFL Undergraduate Classroom

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dc.contributor.author Al Chal, Sandra
dc.date.accessioned 2022-08-17T05:48:54Z
dc.date.available 2022-08-17T05:48:54Z
dc.date.copyright 2022 en_US
dc.date.issued 2022-02-15
dc.identifier.uri http://hdl.handle.net/10725/13940
dc.description.abstract Code-switching is the usage of two or more languages when speaking and it happens mostly in communities that are bilingual. This paper is an exploratory qualitative study which focuses on code-switching in TEFL undergraduate courses at a private university in Lebanon. The aim of this study was to discover teachers’ perceptions and practices regarding code-switching in first and second year TEFL major classrooms at a university in Lebanon. It also investigated students’ perceptions regarding code-switching in the first-year undergraduate TEFL major in the university. The study attempted to see whether teachers and students perceive code-switching as a beneficial tool in the classroom or not. The four instructors of the first and second year TEFL undergraduate courses were interviewed using in-depth interviews. Their classrooms were observed three times using non-participant observations. The students were also interviewed using focus-group interviews. The findings of this study supported the view that code-switching in the language classroom is a facilitating tool for the students. The findings also showed that switching to the native language should be allowed only in certain situations when it is needed and that it has many benefits for the students, as supported by previous findings. However, further research should be conducted in more than one campus of a university and with larger number of participants in order to get a wider view of the Lebanese context. In addition, longitudinal studies should be conducted to see the difference between the levels of code-switching at the beginning of the semester and at the end of it. en_US
dc.language.iso en en_US
dc.subject English language -- Study and teaching -- Foreign speakers en_US
dc.subject English language -- Study and teaching -- Lebanon -- Bilingual method en_US
dc.subject Teacher-student relationships -- Lebanon en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.title Code-switching in the TEFL Undergraduate Classroom en_US
dc.type Thesis en_US
dc.title.subtitle Teachers’ and Students’ Perceptions and Practices en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 201500591 en_US
dc.author.commembers Nabahani, Mona
dc.author.commembers Natout, Mahmoud
dc.author.department Social and Education Sciences en_US
dc.description.physdesc 1 online resource (x, 130 leaves) en_US
dc.author.advisor Bahous, Rima
dc.keywords code-switching en_US
dc.keywords Teaching English as a Foreign Language en_US
dc.keywords TEFL en_US
dc.keywords Monolingual approach en_US
dc.keywords L1 en_US
dc.keywords L2 en_US
dc.description.bibliographiccitations Includes bibliographical references (leaf 90-108) en_US
dc.identifier.doi https://doi.org/10.26756/th.2022.422
dc.author.email sandra.alchal@lau.edu en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US

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