The study sought to investigate the role that students' mother tongue plays in the teaching and learning of English in secondary schools in Zimbabwe. The results also show that there was more code-switching at School B (a rural day high school) than at School A (an urban boarding high school), although the functions of teacher and student code-switching were broadly similar at the two high schools.
BACKGROUND
An overview of the study is also provided, in terms of what each chapter focuses on. However, English is the mother tongue of less than 1% of the population (Peresuh and Masuku, 2002).
STATEMENT OF THE PROBLEM
Because the present study investigated teachers' and students' beliefs about the role of students' L1 in teaching and learning English in two secondary schools in Masvingo district, it was interested in one aspect of interlanguage, namely Communication Strategies. This study complements the efforts of other researchers who have investigated the controversial issue of the role of L1 in teaching and learning L2 and other subjects.
ASSUMPTIONS
While the bilingual approach recognizes the usefulness of the L1, the monolingual approach insists that the L1 hinders the acquisition of the L2, thus advocating an "English-only approach". Therefore, due to this controversy, this study focused on the role that Shona (L1) plays in the teaching and learning of English.
SIGNIFICANCE OF THE STUDY
L1 in the Teaching and Learning of English as a Second Language to make teachers of English, as well as policy makers, aware of what is happening in order to suggest a way forward in terms of policy and practice. This study is also significant because it sought to establish the beliefs of not only English teachers, but also the beliefs of the second language learners.
AIMS AND OBJECTIVES OF THE STUDY
I am also convinced that what is happening in the two selected secondary schools in terms of code-switching in the teaching and learning of English can be generalized to what is happening in other secondary schools in Zimbabwe. This study is also important because it sought to contribute to the body of existing knowledge about the usefulness, appropriateness and necessity of teaching local varieties of English (in which code-switching can be an important feature), which are also known as New Englishes or World Englishes that have developed as a result of the spread of English over time around the world.
RESEARCH QUESTION AND SUB-QUESTIONS
DELIMITATIONS
The study was also influenced by bilingualism, second language acquisition theories, second language teaching approaches and methodologies, and the new English. Furthermore, due to limited time and resources, I was unable to visit all secondary schools in Masvingo District, so I sampled one rural day school and one urban boarding secondary school that also enrolls day students.
LOCATION OF THE STUDY
DEFINITION OF KEY CONCEPTS
Qualitative research: research that seeks to understand an individual's perception of the world from his frame of reference. Target language (TL): The language the learner wants to speak, i.e. the language being learned.
OUTLINE OF THE STUDY
The chapter also focuses on the assumptions, purpose, objectives, research questions and significance of the research study. The chapter also highlights aspects of quality assurance, ethical issues to consider, and limitations of the study.
SUMMARY
INTRODUCTION
BILINGUALISM
- Models of Bilingualism
- The Transitional Model
- Subtractive Bilingualism
- Additive Bilingualism
- The Separate Underlying Proficiency (SUP) Model
- The Common Underlying Proficiency (CUP) Model
- The Thresholds Theory
- The Developmental Interdependence Hypothesis
Also in subtractive bilingualism 'the bilingual feels that the second language is the cause of some loss in relation to the first' (Malmkjaer, 1991:58). In this study, I therefore investigated whether the learners' L1 was demoted or reduced in the teaching and learning of the second language (English) at secondary school level in Zimbabwe.
BENEFITS OF BILINGUALISM
THE IMPORTANCE OF LEARNING ENGLISH AS A SECOND LANGUAGE
Furthermore, in a study on the place of English in the education systems of selected countries in the Asia-Pacific region, Nunan (2003) found that the ages at which English is introduced as a compulsory subject in China, Hong Kong, Japan, Korea , Malaysia, Taiwan and Vietnam range from 6 to 12 years. From the importance of learning a second language discussed above, the implication is that a second language, in this context English, must be learned and taught in the best possible way for it to be understood.
THE GOAL OF SECOND LANGUAGE TEACHING AND LEARNING
One way of teaching and learning a second language is by using the students' L1 (code-switching), and this was the focus of this study, which sought to find out secondary school teachers' and students' beliefs about English-Shona code-switching in teaching and learning English. This study therefore sought to find out whether the selected high school English teachers use CLT, with its judicious use of the students' L1, to make the teaching and learning of English more functional and purposeful.
ROLE OF THE LEARNERS’ L1 IN THE L2 CLASSROOM
This study thus seeks to establish the selected high school teachers' beliefs about the role the students' L1 plays in L2 teaching and learning. Many studies have been conducted on the role of students' L1 in the L2 classroom.
SOME THEORIES OF SECOND LANGUAGE ACQUISITION (SLA)
- The Acculturation Model
- Krashen’s Input/Comprehension Hypothesis
- The Sociocultural Theory
- Interlanguage
By advocating the immersion of the L2 learner in the target language, therefore, the acculturation model seems to trivialize the role of the L1 in L2 learning. L1 (Shona) in English language teaching and learning in two secondary schools in Masvingo District.
SOME MONOLINGUAL AND BILINGUAL APPROACHES AND METHODS
- The Direct Method (DM)
- The Audio-Lingual Method (ALM)
- The Natural Approach
- The Grammar Translation Method (GTM)
- Communicative Language Teaching (CLT)
- Dodson’s Bilingual Method
- The New Concurrent Method
- Community Language Teaching
- Other Views on Language Teaching Methods
While students use the TL to communicate authentically and meaningfully (Richards and Rodgers, 2007), judicious use of the students' L1 is allowed (Finocchiaro and Brumfit, 1983). Thus, the method uses the learner's L1 and, as the name suggests, is a bilingual method that promotes code switching between the TL and the learner's first language.
COMMUNICATION STRATEGIES
The present study was interested in achievement strategies also known as compensatory strategies, in which communication strategies are classified according to the language source from which the learner is drawn (Faerch and Kasper, 1983). For example, Xhaferi (2012) investigated the use of communication strategies in Albanian English essays.
CODE-SWITCHING
- Code-switching in Multiple Settings in Zimbabwe
- Code-switching in Educational Settings
- Negative Impact of Code-switching in the Classroom
- Code-switching and New Englishes
In the model, Gumperz (cited in Then and Ting, 2011) conceptualizes code switching as situational and metaphorical. Code-switching by the bilingual teacher is controversial because it flies in the face of the notion of comprehensible input.
THE INFLUENCE OF TEACHERS’ AND LEARNERS’ BELIEFS ON
The learners' language learning beliefs refer to the knowledge by language learners about various factors in language learning, and this includes how to learn a language, language skills and communicative competence (Wenden, 1991). Because teachers' and learners' beliefs influence their classroom practices, beliefs were therefore a central aspect of the present study on the impact of code-switching in the teaching and learning of English at the selected secondary schools.
SUMMARY
The chapter then reviewed literature on code-switching in multiple settings in Zimbabwe, that is, in the music industry, in the media, in Zimbabwean literature, in politics, and in educational settings. After examining the relationship between code-switching and New Englishes, the chapter examined the influence of teachers' and students' beliefs on classroom practice.
INTRODUCTION
QUALITATIVE RESEARCH
According to Nyawaranda (2003), results in qualitative research are presented in the form of examples from field notes, interviews and documents. Corbin and Strauss (2008:27) also state that "One of the virtues of qualitative research is that there is
CASE STUDY RESEARCH
POPULATION AND SAMPLE
The two secondary schools selected for this study, School A and School B, were purposively sampled based on their different locations and distinct characteristics. Two Form 3 English teachers and two Form 1 English teachers were also purposively recruited based on trained English teachers who have been teaching the subject for at least ten years.
DATA COLLECTION TOOLS
- Observations
- Advantages of Observation
- Disadvantages of Observation
- How the Observations Were Carried Out
- Interviews
- Advantages of Interviews
- Disadvantages of Interviews
- How the Interviews Were Carried Out
- The Teachers’ Biographical Information
- Focus Groups
- Advantages of Focus Groups
- Disadvantages of Focus Groups
- How the Focus Group Discussions Were Carried Out
In the former, the observer becomes part of the group and is no longer considered an outsider (Sidhu, 1984). Therefore, the current study focused on English teachers' and students' beliefs about the use of students' L1 in teaching and learning English at the secondary school level.
DATA ANALYSIS
Therefore, to increase credibility in the current study, I used well-established data collection tools consistent with qualitative research. Thus, in this study, I attempted to address the issue of transferability by specifying the number of organizations that participated in the study, the number and characteristics of participants, the data collection tools, and the number of data collection sessions as recommended. by Shenton (2004).
LIMITATIONS OF THE STUDY
ETHICAL ISSUES
One of the central obligations that field researchers have to those they study is to guarantee anonymity through 'confidentiality assurance' - the promise that the real names of people, places. I also appreciated the help of people and organizations who collaborated with me to make the study successful.
SUMMARY
In light of this, I also sought the consent of the selected English teachers to observe their lessons, to interview them, as well as to give me permission to hold focus group discussions with their students. After outlining the study's limitations, the chapter addressed quality and ethical issues consistent with the qualitative research paradigm.
INTRODUCTION
EXTENT TO WHICH TEACHERS AND LEARNERS CODE-SWITCHED; THE CODE-
- Teacher A and Class A: Extent and Functions of Code-switching
- Teacher B and Class B: Extent and Functions of Code-switching
- Teacher C and Class C: Extent and Functions of Code-switching
- Teacher D and Class D: Extent and Functions of Code-switching
TEACHERS’ PERCEPTIONS ON LEARNERS’ CODE-SWITCHING
- Findings from Interview with Teacher A
- Findings from Discussion with Class A Learners
- Findings from Lesson Observations (Class A)
- Findings from Interview with Teacher B
- Findings from Discussion with Class B Learners
- Findings from Lesson Observations (Class B)
- Findings from Discussion with Class C Learners
- Findings from Lesson Observations (Class C)
- Findings from Interview with Teacher D
- Findings from Discussion with Class D Learners
- Findings from Lesson Observations (Class D)
In the clip, the teacher shows not only his acceptance but also his tolerance for the students' code-switched explanations by repeating the code-switched explanations for emphasis. In the excerpt below, the teacher gave understanding and asked the students to explain the word 'tirade'.
LEARNERS’ PERCEPTIONS ON TEACHERS’ CODE-SWITCHING
- Findings from Discussion with Class A Learners
- Findings from Discussion with Class B Learners
- Findings from Discussion with Class C Learners
- Findings from Discussion with Class D Learners
It is good for the teacher to use Shona to express himself clearly to students who do not understand.” It is good for the teacher to use Shona because the teacher will try to make you understand.
RELATIONSHIP BETWEEN CODE-SWITCHING AND NEW ENGLISHES
- Findings from Interview with Teacher A
- Findings from Interview with Teacher B
- Findings from Interview with Teacher C
- Findings from Interview with Teacher D
She believed that if the code-switched English variety was made official in the schools. Teacher C said, “Yes, code-switched New Englishes are a reality because the L1 influences one's communicative style.
SUMMARY
I begin by focusing on the scope and functions of code-switching by the four teachers and their learners. The chapter also discusses the findings on the teachers' views on the relationship between code-switching and New Englishes, and their views on the teaching of New Englishes.
CODE-SWITCHING BY TEACHERS AND LEARNERS: EXTENT AND FUNCTIONS . 166
- Code-switching by Learners
She added that she believes that teacher code-switching in the English classroom should be minimal. Some of the teacher code-switching functions that emerged in this study appear to fit into Ferguson's (2003) categorization of code-switching for the curriculum (for example, explaining, elucidating, exemplifying, emphasizing, checking understanding), code-switching for managing classroom discourse (for example reprimand, express disapproval, elicit learner responses, invite participation) and code-switching for interpersonal relationships (eg jokes).
TEACHERS’ PERCEPTIONS ON LEARNERS’ CODE-SWITCHING
In the lessons I observed taught by Teacher A, the teacher also showed tolerance for students' code-switching by repeating his students' words with code-switching for emphasis. Teacher C's tolerance and acceptance of her students' code-switching to Shona during English lessons was also confirmed during the five lessons I observed, in which the teacher sometimes repeated the students' code-switching responses.
LEARNERS’ PERCEPTIONS ON TEACHERS’ CODE-SWITCHING
These teacher code-switching functions include emphasizing, explaining, checking for understanding, exemplifying, clarifying, translating, and defining. For example, researchers identified teacher code-switching for building relationships with students (Brice and Roseberry-McKibbin (2001), teacher code-switching for affective functions.
RELATIONSHIP BETWEEN CODE-SWITCHING AND NEW ENGLISHES; TEACHERS’
SUMMARY
INTRODUCTION
SUMMARY AND CONCLUSIONS
RECOMMENDATIONS
Classroom Observation Schedule
Interview Guide Questions
Focus Group Discussions Guide
Sample of Lesson Transcripts
Ethical Clearance