This presentation shows how codes can be switched in classroom

1. CODE SWITCHING IN
CLASSROOM
SINGLISH IS NOT ENOUGH
SYEDA FATIMATUZ ZAHRA

2. SOCIOLINGUISTICAPPROACH
• The sociolinguistic approach to code-
switching focuses on variables such as: “the
topic of conversation, the participants, the
setting, and the affective aspect of the
message” (Hamers & Blanc 2000:266)

3. EXAMPLES
• To a baby: 'Aren't you a pwecious wittle birdie?' in a high-pitched squeak
• To a friend: 'Girl, you will never believe what just happened!' in an excited voice
• To a coworker: 'Is it Friday yet, GAWDD?' in a flat affect
• To a superior: 'Is there anything I can do for you SIR,?' in an eager tone
• To a grandmother: 'How are you feeling today?' in a deliberate, full of love, audible voice
• To a class: 'Good morning, students!' in a chipper, energetic tone
• To a class fellow: ‘Hi, How was your day? In a flat, friendly tone.
• To a nemesis: ‘OH, you here again, what a surprise. In an ironic, scorny sarcastic voice.

4. .

5. CODE SWITCHING AMONG BILINGUALS
• Most common
phenomenon
• Happens more
in informal
situations than
in formal situations

6. EFFECTIVE AND AFFECTIVETEACHING:
• Translation
• Examples from region with regional language or accent
• To clarify
• Better understanding
• Effective to learn a foreign language
• Ensures a better relationship between students and teacher.
• Motivational and interesting

7. GRAMMAR LEARNING?
• .

8. VOCABULARY LEARNING
• Lin’s study did not show
that code-switching was more
effective when learning new
vocabulary, it did show that code-
switching did not affect vocabulary
learning in a negative way
(Johansson, p. 04).

9. ‫جزيال‬ ‫شكرا‬