The Effects of Code Switching On English Language Teaching and Learning at Two Schools in Sibbinda Circuit (Published)
Code-switching is mostly used by different language users, this diversion from the language of instruction to the language that accommodates is said to have certain effects on learning and teaching. Though code-switching has been discouraged, little is known whether it has negative or positive effects on English language learning and teaching. This study mainly focused on the effects that code-switching has on English teaching and learning. This study was guided by the following research questions: What impacts does code-switching have on the learning and teaching of English? What perception do learners and teachers have towards code-switching at the selected school? And how does the society influence code-switching at the selected school? A qualitative research design was used for this study. The population consisted of two schools (one primary school, and a secondary school, but it focused on upper primary grades only). The sample consisted of grade 5-7 learners and teachers. Nine learners and four teachers were selected to participate in this article. Data was collected using interviews and observations. Code-switching has positive effects on English language learning and teaching. It helps learners to understand difficult aspects of the lesson taught and therefore are able to follow the instructions given. When the teacher explains what was said in mother tongue, it helps learners to participate especially those with English learning difficulties. It also helps them to express themselves if they do not know how to say certain things in English. Furthermore, code-switching helps teachers manage their classrooms.
Keywords: Code Switching, English Language Learning, Mother tongue, Sibbinda Circuit, Teaching
ENGLISH LANGUAGE LEARNING IN INDIAN CONTEXT- A CHINESE PERSPECTIVE (Review Completed - Accepted)
The objective of this study was (a) to address the importance of learning a foreign language and also (b) to highlight the problems encountered by the Chinese in acquiring spoken communication skills in Indian context; This study was (c) to address the necessity and possibilities of the environment, and (d) to discuss how environmental conditions helped the learners’ to speak a foreign language. The author as a foreign English learner had studied in India, where English was considered as second language. This was the personal experiential observations of the author was connection to the English language learning in Indian context, since the author spent three years gaining academic experiences. The author’s personal experience of the study proved the fact that in the recent past, there were many student learners from China to India when compared to the other countries because the present environment had proved to be good English language learning platforms to many people
Keywords: English Language Learning, Environmental conditions, Personal observation