This document discusses code switching in classroom settings. It defines the sociolinguistic approach to code switching, which focuses on factors like topic, participants, setting and tone of communication. It provides examples of code switching used in different contexts and with different people. The document also discusses that code switching is most common in informal situations between bilingual individuals. It notes that code switching can be an effective teaching technique for translation, using regional languages/accents, and ensuring better student-teacher relationships, while also motivating and engaging students. One study referenced found that code switching did not negatively impact vocabulary learning.

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