| Abstract: | ABSTRACT
Code-switching has primarily been studied in a number of socio-cultural contexts, particularly in the contexts of foreign and second languages. The instances of code-switching which happen in activities initiated by teachers as well in teacher- student interactions appear to serve a myriad of pedagogical objectives as well as represent a complex language use. Determining the predominant code-switching’s functions and roles among Kosovo’s EFL high school teachers and pupils is going to be the main purpose of this study. Despite the pervasiveness of code-alternation in EFL classes, little effort has been done in addressing the reasons that induce students and teachers to code-switch. As a result, in order to comprehend the prevalence of this phenomenon, we should primarily identify the "why," as without knowing the "why," there is little possibility of finding the solution. Correspondingly, the study intends at identifying the external and internal factors that influence code-switching in Kosovo's EFL classes. The Kosovar culture, among other external influences, is demonstrated to be one of the key responsible parameters for students and teachers' code-switching behavior during English sessions, based on data collected from students and teachers. Both parties, students and teachers explained that they code-switched for different reasons. However, if employed carefully code-switching can be an effective tool to enhance learning, as supported by the analysis of the extracted results. |
EBSCOhost
World Bank
EconBiz
De Gruyter
OpenEdition
European Respiratory Journal
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Make a suggestion Refine your searchTeacher and student's code switching in EFL classrooms in Kosovo : functions and perceptions / Doruntina Maliqi
