Psychological and sociological factors in using code switching by teachers in classrooms
Abstract
This study aims to explore the teachers’ attitude towards code switching in terms of different psychological and sociological aspects. As a matter of fact, different social and linguistic backgrounds in bilingual classrooms shape code-switching. The current study is quantitative and uses closed ended questionnaire for the collection of data on the psychological and sociological aspects of code switching. The data was collected from a sample of 349 respondents selected randomly in order to participate in the current study. The findings reveal the reasons and attitude of the teachers for using code switching in language classes. In accordance to the results of this research, code-switching appeared to be a useful tool that facilitated the teachers to clarify, to emphasize the understanding and to socialize in the second language learning process. The findings of the research also implicate that code-switching should be considered as a resource and a strategy to be applied in the second language learning classes.
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