Sudanese Students’ Perceptions of Code Switching in English Language Classes
DOI:
https://doi.org/10.17507/jltr.1505.17Keywords:
code-switching, mother tongue, multilingualism, students’ perceptions, SudaneseAbstract
This study aims to learn how Sudanese students perceive their teachers' use of their mother tongues in English language classes and whether this usage aids or hinders student comprehension. The researchers used a descriptive and analytical approach. Sixty students completed one questionnaire, the primary tool for gathering pertinent data from the study. The researcher used the SPSS program to analyze and validate the assumptions. The findings of this research are as follows. First, the students had favorable opinions regarding the use of code-switching. Second, many instructors incorporated Arabic into their English classes. Considering these findings, the researcher suggests that code-switching is used more frequently to help students become fluent in bilingual and multilingual settings. Teachers can benefit from using code-switching to teach English because students have favorable attitudes toward its use in English language classes. Finally, the study offers several suggestions and ideas for additional research.
References
Al-Humaidi, M. (2013). Communicative Language Teaching. https://vdocuments.mx/communicative-language-teaching-5584ab3e12a31.html?page=1 Retrieved in June (2023).
Ali, Elsadig Hussein Fadlalla. (2021). Motives of Utilization of Code-switching in Teaching English in Sudanese Multilingual Classroom, An unpublished Ph.D. thesis, Sudan University of Science & Technology.
Ali, E. H. F., Ahmed, F. E. Y., & Kottaparamban, M. (2023). Utilizing of Codeswitching in English Language Classrooms in Sudanese Schools: Teachers’ Perspective, Theory and Practice in Language Studies, VOL. 13, No. 5, pp. 1238-1244. https://tpls.academypublication.com/index.php/tpls/article/view/5943 Retrieved in December (2023).
Blom, J. and Gumperz, J. (1972). Social Meaning in Linguistic Structures: Codeswitching in Norway. Holt, Rinehart and Winston, New York.
Bokamba, E. (1989). Are there syntactic constraints on code-mixing? World Englishes, 75/8:23-26.
Bull, V. (2008). Oxford Learners Pocket Dictionary, Oxford University Press, Oxford, cop. 2008.
Corder, S. P. (1980). Second language acquisition research and the teaching of grammar. Plenary address to the BAAL Annual Meeting (rnirneo).
Fallis, M. A. (1981). Improving Adult English Language Learners’ Speaking Skills. Longman Press, England.
Finocchiaro, M. & Brumfit, C. (1983). The Functional-National Approach: From Theory to Practice. Oxford: Oxford University Press.
Gluth, Elena. (2008). Code-switching: grammatical, pragmatic and psycholinguistic aspects, GRIN Verlag (March 12, 2008).
Howatt, A. (1984). A History of English Language Teaching. Oxford: Oxford University Press.
Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press.
Rayfield, K. S. (1970). “Methodology in Language Teaching”. Cambridge: Cambridge University Press.
Richards, Jack C. (2006). Communicative Language Teaching Today. Cambridge University Press.
Richards, J.C. & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching: A description and analysis. Cambridge: Cambridge University Press.
Richards, J. C. & Schmidt, R. (2002). Longman Dictionary of Language Teaching and Applied Linguistics, Pearson Education Limited. Longman.
Romaine, S. (1995). "Bilingualism". 2nd edition. Oxford: Blackwell.
Widdowson, H. G. (1978). Teaching Language as Communication. Oxford University Press.