Language Attitudes and Educational Implications
A Study of Code-Switching Among College-Level Bilingual Students in Karachi
DOI:
https://doi.org/10.48112/tibss.v2i3.865Abstract
Abstract Views: 817
The prime objective is to explore the language attitudes of students in Karachi, Pakistan, in the context of bilingual education using Urdu and English as mediums of instruction; particularly, the study delves into how code-switching phenomenon between Urdu and English influences students' attitudes during English-based subject classes at the college level. Additionally, the study examines how these language attitudes impact students' academic performance. To gather inclusive insights, a mixed-method approach was employed for data collection. The gathered data underwent analysis to distinguish the variations in students' language attitudes towards each medium of instruction. Furthermore, the study assesses how these attitudes potentially affect the learning of English-based subjects at the college level. The findings reflect that learners strongly preferred code-switching because they felt it helped them better comprehend difficult subjects and they could perform better academically. Although students appreciated being able to communicate in English, they thought bilingual education was more beneficial to learning. To improve student engagement and learning outcomes, the study recommends that educational institutions implement controlled code-switching as a component of their instructional technique, maintaining a balance between English and Urdu.
Keywords:
Bilingual education, Code-switching, College-level bilingual students, Educational implications, Language attitudesReferences
Abdolaziz, R., & Shahla, S. (2015). Teachers and students’ perceptions of code switching in aviation language learning courses. International Journal of Research Studies in Language Learning, 5(3), 3-18.
Alenezi, A. A. (2010). Students' language attitude towards using code-switching as a medium of instruction in the college of health sciences: An exploratory study. Annual Review of Education, Communication & Language Sciences, 7.
Amin, T. G. (2009). Language of instruction and science education in the Arab region: Toward a situated research agenda. In The World of Science Education (pp. 61-82). Brill. https://doi.org/10.1163/9789460910470_006
Baker, C. (2011). Foundations of bilingual education and bilingualism. Multilingual Matters.
Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Language Policy Division, Directorate of School, Out-of-School and Higher Education, Council of Europe.
Coleman, H. (2010). The English language in development. British Council, 11, 1-24.
Cook, V. (2016). Second language learning and language teaching. Routledge.
Eldridge, J. (1996). Code-switching in a Turkish secondary school. ELT journal, 50(4), 303-311. https://doi.org/10.1093/elt/50.4.303
Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: Functions, attitudes and policies. AILA Review, 16(1), 38-51. https://doi.org/10.1075/aila.16.05fer
Gulzar, M. A., & Qadir, S. A. (2010). Issues of language (s) choice and use: a Pakistani perspective. Pakistan Journal of Social Sciences (PJSS), 30(2).
Gumperz, J. (1982). Discourse strategies. Cambridge, Cambridge University Press.
Krashen, S. D., & Terrell, T. (1983). Natural approach (pp. 20-20). New York: Pergamon.
Lin, A. M. (1996). Bilingualism or linguistic segregation1? Symbolic domination, resistance and code switching in Hong Kong schools. Linguistics and Education, 8(1), 49-84. https://doi.org/10.1016/S0898-5898(96)90006-6
Martin-Jones, M. (2000). Bilingual classroom interaction: A review of recent researchi. Language Teaching, 33(1), 1-9. https://doi.org/10.1017/S0261444800015123
Moghadam, S. H., Samad, A. A., & Shahraki, E. R. (2012). Code switching as a medium of instruction in an EFL Classroom. Theory & Practice in Language Studies (TPLS), 2(11).
Muysken, P. (2000). The study of code-mixing. Bilingual Speech: A Typology of Code-Mixing, 110.
Myers-Scotton, C. (1993). Social Motivations for Codeswitching: Evidence from Africa. Oxford University Press.
Myers-Scotton, C. (2006). Multiple voices: An introduction to bilingualism. Blackwellpublishing.
Nordin, N. M., Ali, F. D. R., Zubir, S. I. S. S., & Sadjirin, R. (2013). ESL learners reactions towards code switching in classroom settings. Procedia-Social and Behavioral Sciences, 90, 478-487. https://doi.org/10.1016/j.sbspro.2013.07.117
Probyn, M. (2001). Teachers voices: Teachers reflections on learning and teaching through the medium of English as an additional language in South Africa. International Journal of Bilingual Education and Bilingualism, 4(4), 249-266. https://doi.org/10.1080/13670050108667731
Rahman, T. (2020). Pakistani English. The Handbook of Asian Englishes, 279-296. https://doi.org/10.1002/9781118791882.ch11
Rollnick, M., & Rutherford, M. (1996). The use of mother tongue and English in the learning and expression of science concepts: a classroom‐based study. International Journal of Science Education, 18(1), 91-103. https://doi.org/10.1080/0950069960180108
Rukh, S., Saleem, N., Javeed, H. G. M., & Mehmood, N. (2014). Students’ attitudes towards teachers’ code-mixing/code-switching to L1 and its influence on their L2 learning: A case of business students in Sargodha. International Journal of Science and Research, 3(5), 1111-1116.
Sert, O. (2005). The functions of code-switching in ELT classrooms. The Internet TESL Journal, 11(8). http://iteslj.org/Articles/Sert-CodeSwitching.html
Setati, M., Adler, J., Reed, Y., & Bapoo, A. (2002). Incomplete journeys: Code-switching and other language practices in mathematics, science and English language classrooms in South Africa. Language and Education, 16(2), 128-149. https://doi.org/10.1080/09500780208666824
Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. Routledge.
Tollefson, J. W. (Ed.). (2012). Language policies in education. London and New York: Routledge.
Tsukamoto, M. (2012). Students' perception of teachers' language use in an EFL classroom. 大阪女学院大学紀要, 8, 143-154.
Valdés-Fallis, G. (1978). Code-switching among bilingual Mexican-American women: Towards an understanding of sex-related language alternation. International journal of the sociology of language, (17), 65-72. https://doi.org/10.1515/ijsl.1978.17.65
Yataganbaba, E., & Yildirim, R. (2015). EFL teachers' code switching in Turkish secondary EFL young language learner classrooms. International Journal of Linguistics, 7(1), 82.
Zhang, X., Samuel, A. G., & Liu, S. (2012). The perception and representation of segmental and prosodic Mandarin contrasts in native speakers of Cantonese. Journal of Memory and Language, 66(3), 438-457. https://doi.org/10.1016/j.jml.2011.12.006
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 International Journal of Trends and Innovations in Business & Social Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
