Breaking Linguistic boundaries : A Case Study on Teachers’ Code-switching in the SFI Classroom for Adults
(2024) ENGK60 20241Division of English Studies
English Studies
- Abstract
- In recent years, researchers worldwide have become increasingly interested in the phenomenon of code-switching in the multilingual classroom. The paper aims to try to understand when and why teachers in Swedish for Immigrants (SFI) schools code-switch in their classrooms. It analyses the methods and reasons for teachers’ code-switching in the SFI classroom. A case study was conducted by means of an observation and a semi-structured interview. The results from the observation showed that the teacher on whom the case study was conducted code-
switched from Swedish to English and that explanation and reiteration were the main two
reasons for code-switching. The primary findings in the interview illustrated that the teacher was aware of her... (More) - In recent years, researchers worldwide have become increasingly interested in the phenomenon of code-switching in the multilingual classroom. The paper aims to try to understand when and why teachers in Swedish for Immigrants (SFI) schools code-switch in their classrooms. It analyses the methods and reasons for teachers’ code-switching in the SFI classroom. A case study was conducted by means of an observation and a semi-structured interview. The results from the observation showed that the teacher on whom the case study was conducted code-
switched from Swedish to English and that explanation and reiteration were the main two
reasons for code-switching. The primary findings in the interview illustrated that the teacher was aware of her code-switching when explaining certain rules of Swedish grammar in order to facilitate the learning process for the students. Conclusively, the results show that code-switching occurs during SFI classes for adults rather often and is frequently used by teachers with the purpose of facilitating teaching in the SFI classroom. This can provide a new perspective on using code-switching as a tool in the educational process in the multilingual classroom. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9173365
- author
- Micoogullari, Lina LU
- supervisor
- organization
- course
- ENGK60 20241
- year
- 2024
- type
- M2 - Bachelor Degree
- subject
- keywords
- Code-switching, Multilingual classroom, multilingualism, translanguing, SFI, Swedish for Immigrants, Code-Switching in the Classroom
- language
- English
- id
- 9173365
- date added to LUP
- 2024-09-05 09:04:28
- date last changed
- 2024-09-05 13:51:11
@misc{9173365, abstract = {{In recent years, researchers worldwide have become increasingly interested in the phenomenon of code-switching in the multilingual classroom. The paper aims to try to understand when and why teachers in Swedish for Immigrants (SFI) schools code-switch in their classrooms. It analyses the methods and reasons for teachers’ code-switching in the SFI classroom. A case study was conducted by means of an observation and a semi-structured interview. The results from the observation showed that the teacher on whom the case study was conducted code- switched from Swedish to English and that explanation and reiteration were the main two reasons for code-switching. The primary findings in the interview illustrated that the teacher was aware of her code-switching when explaining certain rules of Swedish grammar in order to facilitate the learning process for the students. Conclusively, the results show that code-switching occurs during SFI classes for adults rather often and is frequently used by teachers with the purpose of facilitating teaching in the SFI classroom. This can provide a new perspective on using code-switching as a tool in the educational process in the multilingual classroom.}}, author = {{Micoogullari, Lina}}, language = {{eng}}, note = {{Student Paper}}, title = {{Breaking Linguistic boundaries : A Case Study on Teachers’ Code-switching in the SFI Classroom for Adults}}, year = {{2024}}, }