Discourse and educational functions of students' and teachers' code-switching in EFL classrooms in Turkey

Code-switching (CS) is frequently used in English as a Foreign Language classrooms (EFL) serving different discourse and educational functions. This paper reports on a case study investigating the forms and functions of code-switching used by the students and the teachers in EFL classrooms in a Turkish university, where the language of instruction was English. Data were gathered from two advanced classes, two pre intermediate classes and one intermediate class through video-recordings. The data obtained from these recordings were transcribed and analysed using the transcription software EXMARaLDA. The results suggest that the most frequent form of code-switching was observed to be using discourse markers. Both the teachers and students used code-switching in the classes for educational and communicative reasons, in particular, to achieve better communication, to deliver content, and to deal with classroom management problems. Implications of the findings for educators and language learning contexts are also discussed. (c) 2021 Elsevier Inc. All rights reserved.


Gender representations in ELT coursebooks : a comparative study
YIlmaz, Elvan; Enginarlar, Hüsnü; Department of English Language Teaching (2012)
In all educational institutions ELT coursebooks are used as a guide to teach the language. However, the role of a coursebook as an agent of socialization and its effect on the development of gender roles is usually underestimated. Gender biased coursebooks might affect the learners in a negative way in the process of gender socialization. Most coursebook writers revise the first editions of the coursebooks in order to modernize them and to meet the needs of the learners in a changing world. The aim of this ...
Evaluation of a computerized language learning architecture at university level: a case study
Yazıcı, Ceylan; Çağıltay, Kürşat; Department of Computer Education and Instructional Technology (2009)
The aim of this study was to evaluate the perceived benefits of an English language learning architecture of a preparatory language school of a private university from the current students’, previous students’, teachers’ and administrators’ point of view. The study investigated the reactions towards the two parts of the learning architecture designed to teach English through a blended learning system, focusing on the system’s benefits for the students’ language skills as well as transferable skills such as ...
Personal practical knowledge of international faculty: A case study
Bahar Cemre, Karaağaçlı; Karaman, Abdullah Cendel; Department of English Language Teaching (2021-6)
In the context of internationalization, international faculty are considered among stakeholders in higher education. These instructors’ cognition about teaching reflects over the classroom and the institution through their personal practical knowledge embodied by past experiences, current awareness, and future expectations. Their cognition also shapes and is shaped within sociocultural venues. In this regard, this case study was designed to explore personal practical knowledge of five English language instr...
What is the place of culture in English classes? EFL instructors’ opinions and practices
Gürbüz, Nurdan (2019-05-09)
Culture, a commonly visited concept in English language teaching research, has been integral to language classes. There is a broad range of issues to consider such as which cultural information to teach or how to teach it, which influence classroom practices. The present study investigated the place of culture for ten English language instructors teaching at tertiary level across state and private universities in Turkey. The findings revealed that the EFL instructors’ opportunities to raise their cul...
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...
Citation Formats
U. Atas and S. Ç. Sağın Şimşek, “Discourse and educational functions of students’ and teachers’ code-switching in EFL classrooms in Turkey,” LINGUISTICS AND EDUCATION, vol. 65, pp. 0–0, 2021, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/93899.