Exploring the Code-Switching Behaviours of Chilean EFL High School Teachers: A Function-Focused Approach

Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: [email protected]; Web site: https://revistas.unal.edu.co/index.php/profile/

Y

16

Code Switching (Language); English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Language Usage; Classroom Communication; Public Schools; High School Students; Teaching Methods; Language Teachers; Foreign Countries; Spanish; Teacher Student Relationship

1657-0790

The present study sought to assess and characterise the amount of first language use that two English as a foreign language teachers used to accomplish a number of functions in two classroom modes. An adapted version of the Functional Language Alternation Analysis of Teacher Talk scheme was used to analyse teacher talk in six English as a foreign language classes at a public high school. Results showed that the first language holds a hegemonic presence in these classrooms across a wide range of pedagogical functions. It is argued that initiatives that present prescriptive approaches to foreign language use need to take into account linguistic, contextual, and idiosyncratic factors in the English as a foreign language classroom.

As Provided

2020

EJ1259782