The goal of this paper was to investigate if code-switching is a beneficial language strategy pertaining to pupils’ oral language development. Moreover, the purpose was to examine what teachers need to consider when they use the pupils’ first language in the classroom. Previous studies are in conflict of whether or not code-switching is a useful language strategy and also of how it should be used in the language classroom. This synthesis attempted to answer if code-switching support oral language development in the second language (L2) classroom in secondary school in Sweden and what needs to be considered when using code-switching in an educational context. The results suggested that low-proficiency learners benefit from first language (L1) usage, whereas high-proficiency students seem to both prefer and benefit more from an English-only classroom. Findings also propose that maximum exposure of the target language (TL) is to be preferred, as long as it is not too difficult for pupils to comprehend. Together, these findings suggest that teachers’ and pupils’ usage of code-switching can be a beneficial language strategy, but that it is crucial for teachers to know their pupils’ language level and when to use code-switching.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-28458 |
| Date | January 2014 |
| Creators | Svendsen, Emelie |
| Publisher | Malmö högskola, Fakulteten för lärande och samhälle (LS), Malmö högskola/Lärande och samhälle |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0106 seconds