Code-switching in a pre-school bilingual child.

Ölmez, Claire


Code-switching in EFL classrooms : a case study on discourse functions, switch types, initiation patterns, and perceptions
Horasan, Seçil; Seferoğlu, Gölge; Department of English Language Teaching (2013)
This case study aimed to investigate the amount of code-switching used by students and teachers in English as a Foreign Language (EFL) classrooms at the School of Languages at a state university in terms of switch types, initiation patterns, and the discourse functions of code-switching, as well as the perceptions of the participants. Four classrooms consisting of 92 students and 8 teachers took part in the study. 16 lessons in total were observed and video-recorded. The recordings were transcribed along wi...
Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist Grounded Theory Study from Turkey
Caliskan, Zuhal Zeybekoglu; Simsek, Hasan; Kondakçı, Yaşar (2017-09-01)
This study analyses the functioning of a school as a social system in an atypical context with the purpose of generating propositions to tackle educational problems confronted by socially and economically disadvantaged groups attending these schools. Adopting the constructivist grounded theory, the analysis suggests that there is a kind of “vicious cycle” in the functioning of this atypical school, which adversely affects the school system. Breaking the vicious cycle involves five basic propositions: (1) ma...
Assessment in the 5th grade mathematics classrooms: a case study of the teachers’ practices
Uçar Sarımanoğlu, Nihan; Çakıroğlu, Erdinç; Department of Elementary Education (2016)
The purpose of this study was to examine the mathematics teachers’ assessment practices in the 5th grades. In that manner, it was aimed to figure out the mathematics teachers’ classroom assessment procedures and their use of the assessment results. It was also aimed to understand teachers’ views about the students’ learning of mathematics, the factors affecting teaching mathematics, and their views about assessing students’ learning of mathematics. In order to achieve these purposes, a multiple case study d...
Code matrix: A methodological way of presenting historical change of knowledge of pre-service mathematics teachers
Sevinç, Şerife (null; 2018-04-17)
This proposal is centered on a research investigating pre-service teachers’ (PSTs) knowledge needed to write realistic mathematics problems. Constructing a teacher knowledge theory is important for teacher education; yet, this proposal focuses on how “code matrix” in MAXQDA was utilized to present theoretical codes and discuss the historical change of them across modeling cycles. Code matrix presented five key aspects of the theoretical codes: (1) knowledge dimensions (KDs); (2) intersections of KDs, (3) kn...
Discourse functions of students' and teachers' code-switching in EFL classrooms : a case study in a Turkish university
Ataş, Ufuk; Sağın Şimşek, Sultan Çiğdem; Department of English Language Teaching (2012)
This study aims to analyze the discourse functions of code-switching used by the students and the teachers in EFL classrooms in a Turkish university. Another aim of this study is to find out the forms of code-switching used by the teachers and students and compare the amount and functions of these code-switching usages in different levels. In the light of these aims, two advanced classes, two pre-intermediate classes and one intermediate class were observed and video recorded. The data obtained from these r...
Citation Formats
C. Ölmez, “Code-switching in a pre-school bilingual child.,” Middle East Technical University, 1984.