Trabajo Ppi 3 Septimo Semestre

Functions of Code-Switching: Tools for Learning
and Communicating in English Classes
Researcher:
Andrea Bracamonte
Daniela Florez
Merly Rodelo
Undergraduate thesis presented as a requirement to obtain the Bachelor’s Degree

in Foreign Languages Teaching
Thesis director:
Universidad de Sucre
School of Sciences and Education
Foreign languages program
2019
Table of Contents
Contend
Abstract................................................................................................................................... 5
Introduction ............................................................................................................................ 6
1 Chapter I. ........................................................................................................................ 9
1.1 Research Problem .................................................................................................... 9
1.2 The Statement of the Problem ................................................................................. 9
1.3 Related Studies ...................................................................................................... 11
1.4 Setting .................................................................................................................... 16
1.5 Rationale ................................................................................................................ 17
1.6 Research Questions ................................................................................................ 18
2 Chapter II ...................................................................................................................... 19
2.1 Literature Review .................................................................................................. 19
2.2 Definition of communication ................................................................................. 20
2.3 Definition of Communicative Competence ........................................................... 20
2.4 Definition of Strategic Competence ...................................................................... 21
2.5 Definition of Strategic Competence ...................................................................... 22
2.6 Communication strategies...................................................................................... 22
2.6.1 Circumlocution ............................................................................................... 23
2.6.2 Semantic avoidance ........................................................................................ 23
2.6.3 Word coinage.................................................................................................. 23
2.6.4 Language switch ............................................................................................. 23
2.6.5 Asking for clarification................................................................................... 23
2.6.6 Non-verbal strategies ...................................................................................... 23
2.6.7 Avoidance ....................................................................................................... 23
2.7 Code-switching ...................................................................................................... 24
2.8 Code change types ................................................................................................. 24
A. Tag Switching: ......................................................................................................... 25
B. Inter-sentential Code Switching: ............................................................................. 25
C. intrasentential code switching:................................................................................. 25
2.9 Functions of code-switching .................................................................................. 26
2.9.1 Functions of teacher’s code-switching ........................................................... 26
2.9.2 Functions of students’ code-switching ........................................................... 27
2.10 Conversational Code Switching ......................................................................... 28
2.11 The Conversation Analysis (CA) Approach to Code Switching ....................... 30
2.12 Patterns of Switching in Conversation ............................................................... 31
a. Discourse-related Alternational Code Switching: .................................................... 32
b. Discourse-related Insertional Code Switching: ........................................................ 32
2.13 Reconsidering the teaching of foreign languages in the context of Colombian
EFL 32
2.14 Positive Effects of L1 in the Colombian EFL Context ...................................... 33
3 Chapter III Methodological Design .............................................................................. 34
3.1 Presentation ............................................................................................................ 34
3.2 Research Design .................................................................................................... 35
3.3 Participants............................................................................................................. 36
3.3.1 The students .................................................................................................... 36
3.3.2 Teacher ........................................................................................................... 37
3.3.3 The researchers ............................................................................................... 37
3.4 Data Gathering instruments ................................................................................... 37
3.4.1 Observation..................................................................................................... 38
3.4.2 Analysis categories ......................................................................................... 38
3.4.3 Students’ Questionnaire.................................................................................. 40
3.4.4 Teacher’s Questionnaire and Teacher’s Interview ......................................... 41
3.4.5 The video ........................................................................................................ 42
3.4.6 Students’ journals ........................................................................................... 43
3.5 Limitations ............................................................................................................. 43
3.6 3 Instructional Design ............................................................................................ 43
3.7 Instructional phase ................................................................................................. 44
3.8 Topic selection and implementation of communicative activities......................... 45
3.8.1 Pedagogical Design ........................................................................................ 46
3.9 Interventions planning ........................................................................................... 47
3.9.1 First activity .................................................................................................... 47
3.9.2 Second activity ............................................................................................... 49
3.9.3 Third activity .................................................................................................. 50
3.9.4 Fourth activity ................................................................................................ 50
3.9.5 Fifth activity ................................................................................................... 51
Appendices ........................................................................................................................... 59
Appendix N° 01: Observation Analysis categories .......................................................... 60
Appendix N° 04: Students’ Questionnaire ....................................................................... 63
Appendix N° 05: Teacher´s questionnaire ....................................................................... 65
Appendix N° 06: Teachers’ Interview ............................................................................. 68
Abstract
The use of code-switching in the classroom is an important strategy for educators
in our country since it is a strategy that teachers and students can use in order to achieve
a specific communicative purpose. This research has the aim to use code-switching as an
effective strategy in the English teaching-learning process to help to maintain better
communication in classroom discourse in a group of 10th-grade learners at a public
school in Sincelejo. As well as explore the results, conclusions and implications of the
completed research project. This research uses a mixed-method encompassing both
qualitative and quantitative measurements. Therefore, the researchers collect data
through students’ journals, interviews, questionnaire, video recording and checklist.
First, the interview is administered to teachers to gather qualitative data going more in
depth about the students switching behavior, then the observation and the students’
questionnaire were used to get concrete descriptions and statistical results about the
students’ use of CS. The data analysis procedures will be conducted through the use of
codification, categorization, content analyses and triangulation. The interventions of this
research will be achieved through different activities such as role-play, conversation,
discussion. These activities are based on the context, students’ level, need and wants.
The expected results are to contribute to the development of students’ speaking skills
using code-switching as a strategy. Also, this study expects to encourage educators to
consider the use of Spanish (L1) as a means of learning and communication and not as
an obstacle in the process of teaching-learning.

Introduction
The natural assumption is that the function of language is communication.
(Reboul, 2015.)”1. Today, more of the world’s population is bilingual or multilingual
than monolingual (Viorica and Shook ,2012)2. Therefore, (Mackey, et al, 2015)3 The
contact of two or more languages within communities of speakers seems to be the rule
and not the exception Bilingual primarily means someone with possession of two
languages. The existence of two languages in a community is a common situation in
many societies, Asali.(2015)4. Speakers often change between two languages when they
speak, this process it is known as “code-switching”.
The code-switching could be defined as “a negotiation between language use and
the communicative intents of the speakers” Arifin, (cited by Basudha,2012)5 or between
different interlocutors or situations (Romaine, 1992: 110). (Gorter and Cenoz, 2011)
point out that there are very few studies that support the possibility of using two
languages within the same learning context even though it is considered that the use of
L1 and L2 provides an important communication support for students and teachers.
Some language teaching methodologies believe that to achieve successful
learning, English ought to be learned solely through English (L2) and not with the help
of mother tongue (L1) which in fact tend to be prohibited in the classroom Jadallah &
1Reboul A. C. (2015). Why language really is not a communication system: a cognitive view of language evolution.
Frontiers in psychology, 6, 1434. doi:10.3389/fpsyg.2015.01434
2 (Viorica and Shook, (2012,13 October). The Cognitive Benefits of Being Bilingual. The Cognitive Benefits of Being
Bilingual. Recovered to
https://www.researchgate.net/publication/235751035_The_Cognitive_Benefits_of_Being_Bilingual ·
3 Dykhanova, A. (2015). Functions of Code-Switching and Attitudes toward Them: A Case Study. Recovered to
https://pdfs.semanticscholar.org/cad4/b95a4df16da0138eea10c9f7353ec3e7c6cf.pdf
4 Dykhanova, A. (2015). Functions of Code-Switching and Attitudes toward Them: A Case Study. Recovered to
5Basudha,2012. code-switching as a communicative strategy in conversation. Recovered to
file:///C:/Users/Usuario/Downloads/CODE-SWITCHING_AS_A_COMMUNICATIVE_STRATE.pdf
Hasan (cited by Cuartas,2013)6. Nevertheless, the practices in schools vary considerably.
The mother tongue, mainly in public institutions, occupies an ample proportion of the
language used in class. Both students and teachers constantly recourse to L1, which
leads to excessive use and avoids the use of English. The use of code-switching is a
controversial topic within educational practice environment, since there are two points
of view towards the optional use of two languages in the same learning process. There
are some authors who consider the code change as conflicting while others see it as
positive in the classroom. Regarding the negative point of view, Macaro (2014)7
explains the reasons why this practice has been viewed negatively: a) it is believed that
non-interference is a characteristic of being bilingual and, better still, of being native. b)
when another code is used it is thought that it is being translated and that it cuts the
expression of the apprentices.
In regards to the positive view of code-switching, Lin (2008) 8points out that the
code change does not cut the expression but to allow the bilingual student to advance in
their learning process. In addition, it allows a better understanding, interaction and
participation, both of students and teachers, in the teaching-learning process of English.
(Skiba,1997 citate in Muñoz and Mora, 2006)9 asserts that it “provides continuity in
speech rather than presenting an interference in language” (p.2). He affirms that code-
switching should be viewed as a linguistic advantage rather than an obstacle in
6
Cuartas, l. (2013). selective use of the mother tongue to enhance students’ English learning processes...beyond the same
assumptions. revistas.unal.edu.co. vol. 16. p. 137-151.
7 wikiestudiantes.org,2014. ventajas del code-switching al interior del aula.recovered to
https://www.wikiestudiantes.org/ventajas-del-code-switching-al-interior-del-aula/
8 Lin, A.M.Y. (2008). Code-switching in the classroom: Research paradigms and approaches. In Encyclopedia of
Language and education. (Second Edition). Springer

9 Muñoz, Jorge Enrique; Mora, Yadira Fernanda Functions of Code-Switching: Tools for Learning and Communicating in
English Classes HOW, vol. 13, núm. 1, 2006, pp. 31-45 Asociación Colombiana de Profesores de Inglés Bogotá,
Colombia
communication. Moreover, (Mejia 1998 cited in Jorge Enrique Muñoz and Yadira
Fernanda Mora,2006). 10 supports the use of code-switching in the classroom by
claiming that it “helps maximize learning opportunities in the bilingual classroom” (p.9).
(cited by Jorge Enrique Muñoz and Yadira Fernanda Mora,2006). In addition, it is
important to consider what the author says about the attitudes of teachers towards the
role of code change since it should see it as a resource instead of a problem.
Based on these two main views, the general objective of this research is to defend
the idea that the codeswitching should be considered positive within the classroom, since
it offers students the opportunity to use L1 for communicative purposes. in addition, as
educators should see this phenomenon as a resource instead of a problem inasmuch as it
offers innumerable advantages in the process of teaching and learning a language.
10 Mejía, A.M. (2004). The role of reformulation in bilingual storytelling. The Welsh Journal Of Education, 13(1), 30-
43.
1 Chapter I.
1.1 Research Problem
1.2 The Statement of the Problem
Currently, English has become a vehicular language that communicates to the
different countries of the world, strengthening cultural links and creating broad
expectations in the labor field. In the words of the former Minister of Education of 2006,
Cecilia Vélez:
“Ser competente en otra lengua es esencial en el mundo globalizado, el cual exige
poderse comunicar mejor, abrir fronteras, comprender otros contextos, apropiar saberes y
hacerlos circular (…) Ser bilingüe amplía las oportunidades para ser más competentes y
competitivos”. Vélez, (cited by Ávila,2015)11.
These expectations, in the Colombian context, could hardly be fulfilled since the
English language is not for everyday use and is usually only used in the stipulated time
for English classes. (Ávila,2015)12 .Every day the interest to learn to speak English
increase, the market of institutes of languages is growing and the schools look for the
form to guarantee to the society an optimal education of the language. This requires a
learning process that can be cumbersome or simple, depending on the circumstances and
the methods used, while public schools only have two to three hours per week of English
study, some others in the private sector have opted for an intensification of five or more
hours a week to go step by step towards bilingualism. Avila (2015)13. Therefore, it can be
said that the choice of a methodology for teaching English varies from the context to
11 Ávila,2015. El rol de la lengua materna en el aprendizaje de una lengua extranjera en el grado primero de educación
básica primaria.
básica primaria.
básica primaria.
which the student is exposed. Some of these methodologies show that to achieve
successful learning, English must be learned only through English (L2) and not with the
help of the mother tongue (L1). However, the practices in schools vary considerably.
The mother tongue, mainly in public institutions, occupies a large proportion of the
language used in class. Both students and teachers constantly turn to L1, which leads to
excessive use and avoids the use of English. Cuartas (2013)14.
The aforementioned context was not an exception in the institution where this
study will be carried out, where the main problem found was the non-use of the target
language to communicate or explain a topic, generating excessive use of Spanish and
leaving behind the process communicative in English. It is vital that the teacher develops
communication skills, as some students only have contact with the language within the
schools. Taking into account all of the above, the strategy suggested in this document is
the use of code switching to contribute to the development of communication skills in
English class. This project is an invitation to examine the role of code change in the
Classroom and, therefore, change attitudes towards its use since Spanish can be
considered a linguistic "retention resource" instead of a negative interference in the
language learning process. Also, it is expected to have an impact on teachers' beliefs
about the use of L1 in the classroom and also, to know What is the communicative
impact and the functions of the code change on learning and teaching English in tenth
graders at Santa Rosa de Lima High School in Sincelejo? And What are the effects of
14
Cuartas, l. (2013). selective use of the mother tongue to enhance students’ English learning processes...beyond the same assumptions.
revistas.unal.edu.co. vol. 16. p. 137-151.
language alternation on EFL classroom discourse English in tenth graders at Santa Rosa
de Lima High School in Sincelejo?
1.3 Related Studies

Related studies were selected to highlight the importance and impact of code
change on English learning and teaching. These studies were useful in identifying how
code-switching has been previously approached by other professors-researchers at the
local and international teaching contexts.
Among the studies that specifically address this issue in the classroom, is the one
conducted by Celaya (2004) 15 which is titled “Em deixes el workbook?” Alternancia de
códigos en el aula de Filología Inglesa. The study was between the Catalan and Spanish
languages in the English Philosophy program of the Department of English and German
Philology (English section) at the University of Barcelona. This research analyzed the
use of the languages of the Spanish State in the classroom of English philology by
teachers and students, analyzing the perceptions of these groups of analysis. The
objective of this study was the analysis of the alternation of codes and the uses of the
mother tongues, in this case, Catalan and Spanish in the classroom of English philology.
We sought to answer the question: What are the uses of Catalan and Spanish in the
classroom of English philology of both students and teachers?, and also inquired about
the problem of the existence of alternating patterns of codes between the two population
groups. In this study, two instruments were applied. Which were two questionnaires, one
directed to the students and the second directed to the teachers, with which information
15
Celaya, M.L. (2004) “Em deixes el workbook?” Alternancia de códigos en el aula de Filología Inglesa. En: Anuari de
Filologia • XXVI • A • 13. Universidad de Barcelona. Recuperado de: www.ub.edu/GRAL/pubs/Anuari06.pdf
was sought about the behavior of both students and teachers in the use of their native
languages.
Among the results of this research it was found that 79% of students made use of
Catalan or Spanish when doing group activities or in pairs in the classroom. For its part,
76% used their mother tongue to say words they did not know in English, 42% to make
comments not related to the topic, while 10% used those languages to ask about the
subject that was being explained in the classroom (Celaya, 2004, p.6-7)16 ) “Em deixes
el workbook?” Alternancia de códigos en el aula de Filología Inglesa. On the other hand,
compared to the uses that teachers gave to the mother tongues, the researcher identified
that 78% used them to translate a word of a text, 71% to explain to the students the
translation of a term, the 53 % to translate a linguistic or literary term; while 34% used it
to translate a word within their presentation. Only 3% used their mother tongues to
confirm the understanding of their students in the class. 62% of the students considered
that they liked the change of code from English as a vehicular language to Catalan or
Spanish; while 14% said they did not realize the code change (Celaya, 2004, p 8-10)17.
Likewise, in the study "Code-switching as a teaching strategy: implications for
the teaching of the English language and learning in a multilingual society", the author
Hodupeola (2013) focused on the critical examination of the phenomenon of change in
code to determine its importance in teaching and learning in the English language and
even other languages in Nigeria. The author argues that the code change should not be
16 Celaya, M.L. (2004) “Em deixes el workbook?” Alternancia de códigos en el aula de Filología Inglesa. En: Anuari de
17
Celaya, M.L. (2004) “Em deixes el workbook?” Alternancia de códigos en el aula de Filología Inglesa. En: Anuari de
seen as an interference process, since it is not always an obstacle to the competence in
learning a second language; it must be considered as a useful strategy of interaction in
the classroom and as an efficient way of transmitting knowledge. However, in learning
in English language environments, the application of code change strategies must be
minimal, in the sense of not altering the dynamics and processes of teaching English
language learning (p.94).
In another of the relevant studies in the application of this strategy was found, in
the article "Code Switching in the foreign language classroom", the author Sana
Yonkhana18 analyzes the phenomenon of code change in a group of high school students
among the 16 and 19 years old, in the city of Jönköping- Sweden. The hypothesis of the
study responds to the idea that the code change in the students decreases when they
respond to questions of the basic level and it increases when they answer questions of
the advanced level. Among the results of this research, it is necessary to change the code
when students feel weak in their competence to learn a language. It was also found that
recent research has suggested that code switching has a relevant meaning in the
classroom and that the mother tongue plays an essential role in learning the foreign
language (Yohkhana, 2010, p.20)19.
Another of the investigations revealed in this search refers to the works
developed by Källstrand (2012)20 ) tittled “La alternancia de lenguas o cambio de código
18 Youkhana, S (2010) Code-switching in the Foreign Language Classroom. En: Digitala Vetenskapliga Arkivet.
Höstterminen: Escuela de Educación y Comunicación (HLK).
19
Youkhana, S (2010) Code-switching in the Foreign Language Classroom. En: Digitala Vetenskapliga Arkivet.
Höstterminen: Escuela de Educación y Comunicación (HLK).
20
Källstrand, M (2012) La alternancia de lenguas o cambio de código en la enseñanza del Español en Suecia. Un estudio
de las actitudes de los profesores con respecto al cambio de código en el aula. Goteborgs Universitet.
Recuperado de: https://gupea.ub.gu.se/bitstream/2077/29408/1/gupea_2077_29408_1.pdf
en la enseñanza Del Español en Suecia” whose objectives was to examine the attitudes
of teachers in Sweden regarding the code change in the teaching of Spanish as a foreign
language. For the development of this study, the author took into consideration the
recommendations of the Common European Framework for Language (CEFR) and the
statutes of the National Directorate of Education of Sweden ("Skolverket"), in which
recommends that when students begin to learn a second language, "... it is possible to
use L1 as the control language or base language to teach a class but, as students
progress, more L2 should be used" . In this case, the code change is accepted in the
sense that it is beneficial for the students. In this regard, the author concludes the
convergence between the positions of the two institutions by stating that "... we can
conclude that" Skolverket "and the CEFR give teachers the freedom to choose the
methodology they consider best to achieve the objectives set in L2. The CEFR and
"Skolverket" take into account the professionalism of the teachers and trust that they will
make the decisions and use the methodologies that best suit their students "(Källstrand,
2012, p11).
In the Colombian context an article that defends the use of this strategy whose
title is “el cambio de código en el aula de inmersión en inglés en la I.E.D. DÉBORA
ARANGO PÉREZ en la localidad de bosa” “, of the author leidy yolany vargas Giraldo
(2016). This work describes and analyzes the Code Switching (CS) between English and
Spanish in the English immersion classroom at Debora Arango Pérez Public School
having as participants the students from 5th grade and the foreign teacher. The main
objective of this classroom ethnography was to identify the kinds of CS, its causes and
functions based on the theory. The analysis was developed through the observation of
six class sessions. Furthermore, the process towards the use of English in this public
school is presented, as well as the context of the project Immersion Classrooms from
Secretaría de Educación Distrital. The findings derived from this research allow us to
have a wider perspective of some bilingual phenomena in the English classroom as in
the case of Code-switching within the context of the District Program of Bilingualism in
the city public schools. (vargas 2016, p.6)21.
In another of the studies titled,“Functions of Code-Switching: Tools for Learning
and Communicating in English Classes” (Muñoz & Mora, 2006). They support that the
use of code-switching in the classroom is an issue of great importance for all educators
in our country since it is a resource that teachers and students may use in order to
achieve a specific communicative purpose. This article scrutinizes the teacher’s and the
students’ speech from an interactional point of view, as well as the findings, conclusions
and implications of the finished research project. Specifically, we explored which
teacher’s and second graders’ discourse functions took place when using code-switching
in English classes. In addition, this document invites educators to consider the use of the
L1 as a means of learning and communicating rather an obstacle in the teaching
learning process. Mora (2006).22
Another research that support the code switching is the titled “Selective Use of
the Mother Tongue to Enhance Students’ English Learning Processes...Beyond the Same
Assumptions” of the author Luis Fernando Cuartas Alvarez (2013). This article reports
21
Vargas,(2016). el cambio de código en el aula de inmersión en inglés en LA I.E.D. DÉBORA ARANGO PÉREZ en
la localidad de bosa. recuperado de http://bdigital.unal.edu.co/52159/1/leidyyolanyvargasgiraldo.2016.pdf
22
how 13, 2006, issn 0120-5927. Bogotá, Colombia. pages 31-45)
the results of an action-research project that examines enhancing students’ English
learning processes through the selective use of their mother tongues with the aim of
overcoming their reluctant attitudes toward learning English in the classroom. This study
involves forty ninth-graders from an all-girls public school in Medellin, Colombia. The
data gathered included field notes, questionnaires, and participants’ focus group
interviews. The findings show that the mother tongue plays an important role in
students’ English learning processes by fostering students’ affective, motivational,
cognitive, and attitudinal aspects. Thus, the mother tongue serves as the foothold for
further advances in learning English when used selectively. (Cuartas ,2013,pag 1)23.
To sum up, these researches are important to this research because theyare an
evidence that the Change of Code represents a strategy of great importance to support
the educational and training processes in the classroom. From this position, the use of L1
in the English classroom does not prevent learning L2, but facilitates, this can be an
effective way to teach a foreign language. In addition, it is designed as a means to enrich
the sociolinguistic and cultural environment of students. Therefore, it is necessary to
carry out studies of the Code-switching in the Colombian context are scarce whose
subject is new for the local educational context.
1.4 Setting
This research study was developed in a public school, located in the
Colombian Caribbean coast, with a population of 29 students of the 10th grade. As this
study was conducted during three semester the participants moved from Basic English
23
Cuartas, l. (2013). selective use of the mother tongue to enhance students’ English learning processes...beyond the same
assumptions. revistas.unal.edu.co. vol. 16. p. 137-151
B2 (10th grade) to Basic English B2 (11th grade). The Basic English class has a total of 3
hours per week. The participants, 15 women and 14 men, are in an average age of 15 to
17 years. The materials used during these classes is a guide made by the teac hers of the
same school. Most of the students are from a socioeconomic stratum 2 and they live with
their family (mom, dad and siblings). The program of the public-school aims is that
students develop the ability to understand and express ideas in the target language, in
order to obtain good grades in the state tests (Pruebas Saber 11th).
1.5 Rationale
This case study investigates the functions that have the Code-Switching as a
communitive and learning tool in an English class. It is a try to demonstrate that the code
switching is an effective strategy in the communication and learning process of a target
language.
Base on this, the aims of this study is show that the code switching is important in this
process. Because it helps to the students to keep the flow of their communication in a
second language without broke the communicative process. In addition, the purpose behind
this research is to show the effects of language alternation on EFL classroom discourse in
an English classroom in a public institution (Santa Rosa de Lima High School) in Sincelejo.
Also, it attempts to identify the linguistic functions associated with the mother tongue and
the foreign language in the observed context.
All in all, this investigation tries to helps to understands that “Code-Switching more that
been seen as a natural phenomenon among people in contact with more than one language,
need to be utilized as a tool in the classroom to help students developing language” (Karen
Agarin, 2014) 24. That is why this study aims to motivate the good use of the native
language in a target language class. With the use of code change is expected to have a
positive impact on the communicative skills of English language learners in a public school
in Sincelejo.
1.6 Research Questions

What is the communicative impact and the functions of the code change on
learning and teaching English in tenth graders at Santa Rosa de Lima High School in
Sincelejo?
What are the effects of language alternation on EFL classroom discourse English
in tenth graders at Santa Rosa de Lima High School in Sincelejo?
General Objective:
To use the code switching as an effective strategy in the English teaching-
learning process to help to maintain better communication in classroom discourse in a
group of 10th grade learners at a public school in Sincelejo
Specific objective:
24 Agarin (2014). Code Switching: A Tool in the Classroom. Taken from:
https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1401&context=ehd_theses.
1. Identify the linguistic functions associated with the mother tongue and the
foreign language in the observed context.
2. Describe the different functions that code-switching accomplishes
3. Evaluate the effect of the use of the code-switching in the teaching and
learning processes of the foreign language.
2 Chapter II
2.1 Literature Review
The purpose of this chapter is the concepts that are directly related to this
research will be made known. The chapter is covered to Definition of Communication,
Definition of Communicative Competence, Definition of Strategic Competence,
Definition of Communication Strategies, Classification of Communication Strategies the
meaning of code-switching, second part covers types of code-switching, approaches to
code-switching and social functions of code-switching. Third part covers how the code
change has been reconsidering in the teaching of foreign languages in the context of
Colombian EFL and Positive Effects of L1 in the Colombian EFL Context.
With the aim of scrutinizing such concepts, we based our work on some
authors such as (Garder-Chloros 1990), Burden (2001), Ellis, R. (1994),(Poplack
1980:583) ,Chi W.C. (2000),(Baker 1980:3),among others.

2.2 Definition of communication
In a very easy way to define, communication is any information process that
occurs between at least two human communicators integrated in a specific context and
situation. While, explicitly, communication is a generic term that covers all messages
issued in different Contexts and situations. In other words, communication can be seen
as a system of questions. And respond, or as a kind of cooperation where communicators
are actively organized in the Construction of the message. Thus, communication is not
just the transfer of intentions with Language as a tool it is also a constructive process
that develops over time. Further, Communication is a dynamic creative process
Berge(cited by zidouny 2016)25. Hence, “the word communication comes from a Latin
word for ―commonness‖, including the prefix com which suggests togetherness, joining,
cooperation and mutuality”. Accordingly, communication is mutual exchange between
two or more individuals to enhance cooperation and establish commonality by
negotiating of meaning between two or more persons who share the knowledge of
language being used (Oxford, 1990: 6-7).26
2.3 Definition of Communicative Competence
Communicative competence is a term coined by Dell Hymes in 1966 in reaction to
Noam Chomsky’s (1965) notion of “linguistic competence”. Communicative competence is
the intuitive functional knowledge and control of the principles of language usage. As
Hymes observes:
25
Zidouni, S may de 2016). semanticscholar.org. Obtenido de The Students’ Use of Code Switching as a Strategy to
Better:
26 Zidouni, S. (may de 2016). semanticscholar.org. Obtenido de The Students’ Use of Code Switching as a Strategy to
Better: https://pdfs.semanticscholar.org/b317/c9234c0f7193b949c924773057c031e61d98.pdf
“…a normal child acquires knowledge of sentences not only as grammatical, but
also as appropriate. He or she acquires competence as to when to speak, when not, and as
to what to talk about with whom, when, where, in what manner. In short, a child becomes
able to accomplish a repertoire of speech acts, to take part in speech events, and to
evaluate their accomplishment by others.”
(Hymes 1972, 277)27
In other words, a language user needs to use the language not only correctly (based
on linguistic competence), but also appropriately (based on communicative competence).
Of course, this approach does not diminish the importance of learning the grammatical
rules of a language. In fact, it is one of the four components of communicative competence:
linguistic, sociolinguistic, discourse, and strategic competence.
Communicative language teaching involves developing language proficiency
through interactions embedded in meaningful contexts. This approach to teaching provides
authentic opportunities for learning that go beyond repetition and memorization of
grammatical patterns in isolation. A central concept of the communicative approach to
language teaching is communicative competence: the learner’s ability to understand and
use language appropriately to communicate in authentic (rather than simulated) social and
school environments. (learnalberta.ca, s.f.)28
2.4 Definition of Strategic Competence
Strategic competence refers to the ability to get one’s meaning across successfully
to communicative partners, especially when problems arise in the communication process.
27 Hymes, Dell H. (1966) homsky, Noam (1965). Aspects of the theory of syntax. Cambridge: M.I.T. Press.. “Two types of linguistic
relativity”. In Bright, W. Sociolinguistics. The Hague: Mouton. pp. 114–158.
28learnalberta.ca. (n.d.). learnalberta.ca. Obtenido de Communicative Competence:
https://www.learnalberta.ca/content/eslapb/about_communicative_competence.html
Canale and Swain. (1980: 30)29. For instance, the speaker may not know a certain word,
thus will plan to either paraphrase, or ask what that word is in the target language. During
the conversation, background noise or other factors may hinder communication; thus, the
speaker must know how to keep the communication channel open. If the communication
was unsuccessful due to external factors (such as interruptions), or due to the message
being misunderstood, the speaker must know how to restore communication. These
strategies may be requests for repetition, clarification, slower speech, or the usage of
gestures, taking turns in conversation etc.
2.5 Definition of Strategic Competence

In the course of learning a second language, learners will frequently encounter
communication problems caused by a lack of linguistic resources. Communication
strategies are strategies that learners use to overcome these problems in order to convey
their intended meaning. Scott, M. (1997) 30Strategies used may include paraphrasing,
substitution, coining new words, switching to the first language, and asking for
clarification. Ellis, Rod (1997)31 these strategies, with the exception of switching
languages, are also used by native speakers. Ellis, Rod (2008)32.
2.6 Communication strategies

No comprehensive list of strategies has been agreed on by researchers in second-
language acquisition,[3] but some commonly used strategies have been observed:
29
Canale, M.; Swain, M. (1980). ‘Theoretical bases of communicative approaches to second language teaching and
testing’. Applied Linguistics, 1/1: 1-47.
30
Dörnyei, Z.; Scott, M. (1997). "Communication strategies in a second language: definitions and taxonomies". Language
Learning. 47: 173–210. Doi:10.1111/0023-8333.51997005.
31
Ellis, Rod (1997). Second Language Acquisition. Oxford Introductions to Language Study. Oxford, New York: Oxford
University Press. ISBN 978-0-19-437212-1.
32 Ellis, Rod (2008). The Study of Second Language Acquisition. Oxford, UK: Oxford University Press. ISBN 978-0-19-
442257-4.
2.6.1 Circumlocution
This refers to learners using different words or phrases to express their intended
meaning. For example, if learners do not know the word grandfather, they may paraphrase
it by saying "my father's father".
2.6.2 Semantic avoidance

Learners may avoid a problematic word by using a different one, for example
substituting the irregular verb make with the regular verb ask. The regularity of "ask"
makes it easier to use correctly.
2.6.3 Word coinage

This refers to learners creating new words or phrases for words that they do not
know. For example, a learner might refer to an art gallery as a "picture place".
2.6.4 Language switch

Learners may insert a word from their first language into a sentence, and hope that
their interlocutor will understand.
2.6.5 Asking for clarification

The strategy of asking an interlocutor for the correct word or other help is a
communication strategy.
2.6.6 Non-verbal strategies

This can refer to strategies such as the use of gesture and mime to augment or
replace verbal communication.
2.6.7 Avoidance
Avoidance, which takes multiple forms, has been identified as a communication
strategy. Learners of a second language may learn to avoid talking about topics for which
they lack the necessary vocabulary or other language skills in the second language. Also,
language learners sometimes start to try to talk about a topic, but abandon the effort in mid-
utterance after discovering that they lack the language resources needed to complete their
message.
2.7 Code-switching
Regarding this term, Crystal (cited by Skiba, 1997) furnish us with a
definition by which the author states that “It occurs when an individual who is bilingual
alternates between two languages during his speech with another bilingual person” (p.1).
Moreover, Gumperz (cited by Duran, 1994) states that code-switching “is a discourse
exchange which forms a single unitary interactional whole” (p.4). This definition is as
sustancial as the previous one, since he distinctly asserts that it is more than only using
two languages in an alternate way because the communication that people hold is an
interactional unit which embraces a two-way discourse.
Furthermore, Mejía (1998) also sheds light on this concept by highlighting the
important role that code-switching plays in the classroom. Accordingly, the author
carried out an investigation with children from a bilingual school in Cali, Colombia,
with the purpose of searching the ways teachers and students constructed and negotiated
meaning while using code-switching (English-Spanish) in storytelling.
After having conducted her study, the writer suggests that educators should
use children’s L1 to check concepts understanding and maximize learning opportunities
in bilingual classrooms. These findings lead us to resonate upon the fact that we, as
futures teachers, should reconsider our attitudes towards the use of code-switching; that
is, if we discern the use of the student’s native language as an obstacle or as a social
means for communication.
2.8 Code change types

According to Poplack (1980) and Romaine (1995), CS is classified as follow:
A. Tag Switching:
It includes the insertion of tag or exclamation in one language in to the sentence
which is otherwise in other language (Romaine, 1995 as cited in Nguyen, 2014: 15)33. This
type of switching refers to the addition of tag that are constituent could be moved freely and
easily performed by speakers. Poplack (1980: 605)34 tag switching involves the
interjections, fillers, tags, and idiomatic expressions, all of which can be produced in L2
with only minimal knowledge of the grammar of that language. This means that this type,
when produced, does not break the rule of grammar of the language L2.
B. Inter-sentential Code Switching: the second type of code switching used to describe a
switch of language at sentence boundary or between the sentences. Resulting that one
sentence or part of the sentence can occur in one language and the following part in another
language (Romaine, 1995 as cited in Nguyen, 2014: 15-16). In inter-sentential switch,
Romaine means the alternation at clause or sentence level where the sentence or the clause
is in one language or another. It occurs between speech turns where the utterance must
conform to the rules of both languages. So, following Poplacks‟ point of view, inter-
sentential code switching requires a high degree of proficiency in both languages than tag
switching (Poplack, 1980: 249)35.
C. intrasentential code switching: bears the greatest risk of violating syntactic
rules and is therefore often avoided even by fluent bilinguals. In other words, this type is
regarded as the most syntactically risky because only bilinguals with high fluency in both
33 Nguyen, T. (2014). Code Switching: A Sociolinguistic Perspective. Druch, Herstellung:

Anchor Academic Publishing (aap_verlag).
34 Poplack, S. (1980). Sometimes I‟ll Start a Sentence in Spanish y Termino en Espanol: Toward a typology of code-
switching. Linguistics, 18(7-8), 581-618.

35
Poplack, S. (1980). Sometimes I‟ll Start a Sentence in Spanish y Termino en Espanol: Toward a typology of code-
switching. Linguistics, 18(7-8), 581-618.
languages an use this type without violating either language’s rules. The following
illustration below represents the different types of code switching that occurs in bilingual
speech from the point of view of Poplack (1980).
2.9 Functions of code-switching

Sert (2005)36 asserts that speakers, teachers and students use interactional
functions to self-express, modify the language for personal intentions and intimate
personal relationships among members of a bilingual community. Thus, the author
exhaustively describes two types of functions of code-switching: teacher’s functions and
students’ functions, which are explained below.
2.9.1 Functions of teacher’s code-switching

Sert (2005)37 describes that these functions, originally illustrated by Mattson
and Burenhult (1999), are topic switch, affective and repetitive functions, which are
explained below.
• Topic switch: Teachers alter their language according to the topic.
• Affective function: Code-switching is used by the teacher in order to build
solidarity and intimate relations with students.
• Repetitive function• Topic switch: Teachers alter their language according to
the topic.
• Affective function: Code-switching is used by the teacher in order to build
solidarity and intimate relations with students.
• Repetitive function: The teacher code-switches in order to clarify meaning.
36
Sert, O. (2005). The functions of code switching in ELT classrooms. The Internet TESL Journal, 11(8).
Retrieved October 15, 2006, from http://iteslj.org/Articles/Sert-CodeSwitching.html
37
2.9.2 Functions of students’ code-switching
The learners’ functions, originally proposed by Eldridge (cited by Sert,
2005)38, are equivalence, floor-holding, reiteration and conflict control, which are
described as follows:
• Equivalence: Students use the native equivalent of a certain lexical item in the
target language and, thus, code-switch in the native language.
• Floor-holding: Students make use of the L1 in order to avoid gaps in
communication since they may lack appropriate target language structures. Furthermore,
the speaker code-switches due to the fact that he wants to maintain the conversation
when expressing his ideas.
• Reiteration: The message in target language is repeated by the student in his
native language through which he tries to give meaning by repetition. In addition to
these functions, Romaine (1989) also sheds light on this topic by stating that
interlocutors may use two discourse functions: interjections and qualify the message.
These are described as follows:
In addition to these functions, Romaine (1989)39 also sheds light on this topic by
stating that interlocutors may use two discourse functions: interjections and qualify the
message. These are described as follows:
• Interjections: The speaker makes use of code-switching to mark interjections or
to serve as sentence-filler by expressing emotion.
38
39
Romaine, S. (1989). Bilingualism. Oxford: Blackwell.
• Qualify the message: It takes place when a topic is introduced in one language and
commented on or further qualified in the other.
Similarly, Auerbach (cited by Dykhanova ,2015) included the follow categories ,He
suggested such functions of code-switching as:
1) Discussion of syllabus; 2) Office work; 3) Administration of classroom; 4) Scene setting;
5) Language research; 6) Performance of grammar, phonology, morphology, and spelling;
7) Discussion of cross-cultural issues; Myers-Scotton (cited by Dykhanova ,2015)
categorized code-switching in the classroom according to the markedness model
classifications. Her categorization is as follows:
1) Interpretation and clarification of subject; 2) Evaluation of comprehension; 3)
Affirmation and stimulation of participation; 4) Management; 5) Humour and sign of
bilingual identity. 8) Tasks or hints; 9) Interpretation of mistakes; 10) Evaluation of
understanding.
These functions were crucial for our study since we focused our attention on teacher’s and
students’ discourse in order to account for such functions while they interacted in English
classes.
2.10 Conversational Code Switching
According to Gumperz (1982: 59)40, Conversational code switching is “the
juxtaposition
40
Gumperz, J. J. (1982). Discourse Strategies: Studies in Interactional Sociolinguistics.
Cambridge: Cambridge University Press.
within the same speech exchange of passages of speech belonging to two different
grammatical systems or subsystems‖. In other words, is the switch that takes place when the
speakers use a second language either to reiterate their message or to reply to someone else
statement. For Lanza (1997: 58)41, conversational code switching is a particular type of
discourse strategy that operate below the level of consciousness through making people
unaware of their language use as they are so immersed in the interaction.
In conversational code switching, the participants are unaware of which code is used at
any time. Besides, conversational code switching is used on daily basis in almost every
verbal interaction where the high level of proficiency in two languages explains the variety
and richness of communicative strategies to bilingual member of the same community
(Auer, 1998: 215)42. On the other hand, conversational code switching used to describe two
different varieties of the same language existing in speech community. It is more complex
since the speakers are less aware of which code they use in particular occasion as they are
only concerned with the communicative effect that they want to achieve (Nguyen, 2014:
27).
Additionally, in the case of conversational code switching, the speakers communicate
fluently by maintaining the flow of talk without hesitations, pauses, and change in sentence
rhythm or intonation. That is, by conversational CS the communication seems ordinary like
in using one language (Gumperz, 1982: 60). Finally, Auer (1999: 3- 4) claims that
discourse related code switching is part of the realm of every day rhetoric, not part of
41
Lanza, E. (1997). Multilingualism and the Family. In P. Auer & L. Wei (Eds.), Handbook of
Multilingualism and Multilingual Communication (pp 45- 68). Berlin: Walter de
Gruyter.
42
Auer, P. (1999). From Code Switching Via Language Mixing to Fused Lects Toward a
Dynamic Typology of Bilingual Speech. International Journal of Bilingualism, 3(4),
309-332.
grammar. It is one of the available strategies used by bilinguals to convey meaning.
According to him, ―it occurs in sociolinguistic context in which speakers orient towards a
performance for one language at time‖. This mean that, it is possible to identify the
language of interaction as valid at given moment until code switching occurs.
2.11 The Conversation Analysis (CA) Approach to Code Switching
Conversational approach to code switching focuses specifically on the members‟
procedures followed to arrive at local meaning of language alternation that must be
interpreted with reference to the language choice of the preceding and following turns of
the participants themselves. Thus, CA discusses the question “why do bilingual speakers
switch from one language to another in conversational interaction?‟ ( Wei, 1998: 157)43.
―The meaning of code-switching must be interpreted with reference to
the language choice in the preceding and following turns by the
participants themselves. Auer called for a conversation analytic
approach to code-switching which would focus on members‘
procedures to arrive at local interpretations‖ (Wei, 1998: 157).
Following the CA approach to study adequately the meaning of code switching, code
switching must be taken seriously as a conversational activity that require analytic
procedure which focuses on the sequential development of interaction because the meaning
of code alternation is conveyed as part of interactive process. (Wei, 1998: 162). Therefore,
CA approach to CS has been developed to explain code switching behavior by attributing
specific meanings to switch and by assuming that speakers intend these meanings to be
43
Wei, L. (1998). The „Why‟ and „How‟ Questions in the Analysis of Conversational Code-
Switching. P. Auer (ed.), Code Switching in Conversation: Language, interaction and
identity (151- 179). New Fetter Lane, London: Routledge.
perceived by listener Wei (1998: 169). That is, CA approach tries to establish the meaning
of CS by examining in close detail the types of interaction which involve the very act of
alternation.
Hence, the first assumption of CA is that talk is action. That is while talking, people
accomplish a variety of activities. Accordingly, CA to language alternation views language
choice in itself as an activity. One of its aims is to account for the orderliness of talk
organization. So, in the case of code switching, the main aim is to investigate the role of CS
in the organization of bilingual conversation. As a result, CA studies shown that in
conversation CS contributes to many aspects of speech organization including: turn taking,
preference organization, repair and side sequences (Gafaranga, 2007: 119 – 120).
2.12 Patterns of Switching in Conversation
For Auer (1995: 443- 444), in typical bilingual speech community, the correlation
between language and activity is not strong enough predicate code alternation, also in most
communities the direction of switching is nevertheless important for reconstructing a
conversational meaning. That is why number of studies attempted to apply a conversational
analysis to code switching by looking to it as cue or means to contextualize conversations
by speaker still, these dimensions are irrelevant for the interpretation of code-switching. For
these reasons, Auer (1995) proposes new dimension for conversational analysis of the
occurrence of codes witching. Thus, according to him, analyzing instances of switching
will therefore consist of a sequential analysis of its occurrence, as well as an analysis of
how the switching indexes values and stereotypical experiences attached to the two
languages in the community. The most important conversational patterns of switching may
be described by Auer are as follows:

a. Discourse-related Alternational Code Switching: this refers to the alternation
between a stretch of talk in one language and a stretch of talk in the other with the aim
of structuring and organizing the conversation.
b. Discourse-related Insertional Code Switching: this is the insertion of one language
materials while talking in another language, again with the effect of structuring the
conversation or contextualizing the meaning of the utterance in which it occurs. For
instance, a lexical insertion may evoke some particular effect such as turning the
utterance into a humorous one.
c. Preference-related Alternational Code Switching: this involves the two patterns,
sustained divergence of language choices between two participants one participant
speaks in one language and the other respond in another language, or language
negotiation sequence by converging language choices.
2.13 Reconsidering the teaching of foreign languages in the context of Colombian

EFL
The teaching of foreign languages in Colombia is based on imported models that
emphasize the conformity with the norms and standards of a native speaker of idealized
English as the main objective of linguistic competence (Vélez-Rendón, 2003). These
imported monolingual models. However, they fail in the Colombian context and their
specific characteristics due to several factors.

To begin with, these models are emphasized in the Anglo-Saxon sociolinguistic
environment, in which the different problems in the moment of learning and teaching
English are not considered. In addition, these models mainly favor the upper socio-
economic sectors and isolate low socioeconomic sectors, which reinforces the growing
division between public and private education in Colombia (Vélez-Rendón, 2003)44.
Furthermore, the curricular experiences of these models could be justified pedagogically,
except that they are based on unfounded assumptions that have not been fully examined,
and their internal discourses encompass power relationships and maintenance of the status
quo (Auerbach, 1993, Freire and Macedo, 1987). In addition, monolingual models and
policies in English only pass do not take into account the current conditions of teachers in
the public sector. Teachers are asked to maintain English-only policies in their classes, but
they must also recognize the limited opportunities to maintain the use of English in the
classroom and the lack of in-service training and professional development programs
available to them (Gonzales , as quoted in Vélez-Rendón, 2003) lack of resources and
infrastructures that facilitate the teaching of English. Finally, these models have been
applied without taking into account the constant challenges that come with the lowest
socio-economic conditions in our country, such as "unmotivated students, lack of support
and resources, overcrowded classrooms, lack of adequate space and quality materials, and
lack of morals "(Gonzales et al., cited in Velez-Rendón, 2003, p 192).
2.14 Positive Effects of L1 in the Colombian EFL Context
44
Velez-Rendón, G. (2003). English in Colombia: A sociolinguistic profile. World Englishes, 22(2), 185-198.
In a context in which English is learned as a foreign language, applying monolingualism
then represents adopting the pretension of abolishing L1 from the EFL classroom, which
deprives students of a fundamental tool for reflection, critical thinking, and social
interaction (Freire & Macedo, 1987). Moreover, this represents excluding the students’
most intense existential experiences obtained through their L1 (Phillipson as cited in
Auerbach, 1993). In addition, this represents a lack of acknowledgement of the fact that
students “have learnt to think, learnt to communicate and acquired an intuitive
understanding of grammar” through their L1 (Butzkamm, 2003, p. 31)45.
However, by acknowledging and welcoming the use of L1 within the EFL classroom,
negative attitudes toward English could be dispelled and receptivity to learning the
language could be increased (Schweers, 1999). In addition, L1 use could present linguistic,
cognitive, affective, political, psychological, and social benefits, which would favor both
students and teachers (Jones, 2010). All of the possibilities above call for a reconsideration
of L1 use in the English classroom as a possible teaching and learning resource that may be
beneficial not only in the Colombian EFL context but also in other EFL contexts in
different Spanish-speaking countries.
3 Chapter III Methodological Design

3.1 Presentation
This chapter describes the methodology employed in this study, context,
participants, instruments of data collection, data analysis, and the procedure of the study.
45
Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms:
Death of a dogma. Language Learning Journal, 28, 29-39
3.2 Research Design
The aim of the present study is to investigate if the use the code switching is an effective
strategy to help to maintain a better communication in the English teaching-learning
process.
To achieve this purpose, a mixed method is adopted, including the analysis of qualitative
and quantitative data. Quantitative research begins with a problem statement and involves
the formation of a hypothesis, a literature review, and a quantitative data analysis. Creswell
(2003)46 states, quantitative research “employ strategies of inquiry such as experimental
and surveys, and collect data on predetermined instruments that yield statistical data” (p.
18). While the qualitative analyze the most appropriate to explore attitudes, behavior and
experiences by attempting to get on in depth opinion from participants taking part in the
research Dowson (2002, cited by Zidouni 2006)47.
Therefore, a mixed method is adopted since it allows "To broaden understanding by
incorporating both qualitative and quantitative research, or to use one approach to better
understand, explain, or build on the results from the other approach" Creswell (cited by
Zidouni 2006)48. also, the use of these two methods supply a better understanding of
research problem than using only one (Freckle, et al, 1993: 557)49.
Table 01: Description of the Study
46
Creswell, J. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.).
Thousand Oaks, CA: SAGE Publications.
47 , A. (2015). Functions of Code-Switching and Attitudes toward Them: A Case Study. Recovered to
48
Zidouni (2006). The Students’ Use of Code Switching as a Strategy to Better
Communicate in EFL Classroom. Recovered to
https://pdfs.semanticscholar.org/b317/c9234c0f7193b949c924773057c031e61d98.pdf
49
Period participant Number of Tool of data Number of %
participants collection involved
participants
Student 30 Observation
Analysis
categories
Teacher 1 Questionnaire
The 3 Video
researchers Recording
Students’
journals
3.3 Participants
3.3.1 The students

This research will be carried out with students from social strata from one to two.
There was a total of 29 students which (15 women and 14 men) who were between 15 and
17 years old in the 11th grade at Institución Educativa Santa Rosa De Lima. Some of the,
come from a village called San Marcos of department of Sucre, one of them come from
Barranquilla and the rest of them come from Sincelejo .They were selected taking
advantage of the fact that the English teacher was very willing to cooperate to do this
research.
3.3.2 Teacher
The English teacher was a female; She graduated from__: and had taught English
for___ a few years in school. In addition, she was very cooperative, open-minded and eager
to participate in the project. It is important to keep in mind that the teacher did not use the
target language in the class so it was necessary to implement the code-switching within the
class.
3.3.3 The researchers

Given that (in the view of the fact that) the teacher did not use the target language in
class, an active role was played in the classroom, where communication strategies were
implemented that gave way to the use of code-switching. It was requested the permission of
the school and theteacher to make several observations, questionnaires, interviews,
recordings and even interventions that will help in the investigation.
3.4 Data Gathering instruments

This research study intends to collect qualitative data. According to Creswell (cited by
Hernadez,2019)50, common techniques to collect qualitative data presume to be
“observations, interviews, questionnaires and audiovisual materials” (p.219). Nevertheless,
the scope of this study, artifacts, students’ reflective journals, a survey, and focus groups.
50
Hernandez (2019). The Use of a Genre-Based Approach to Promote Writing Skills Through Instructional
Texts in a Colombian 10th EFL Classroom.
3.4.1 Observation
Observation is one of the research instruments used in this study to collect more
concrete and reliable data about the phenomenon of students‟ code switching in EFL
classroom interaction. Also, it provides the ability to observe and inspect their behavior in
natural environment. So, the choice of such tool is justified by the fact that ―Observations
have a fairly high degree of reliability and validation, and could constitute observation data
for research purposes. (Griffee cited in Zidouni,2016)51-. Additionally, the observation is
supported with an Analysis categories and recordings which are used as complementary to
help the researcher.
3.4.2 Analysis categories

Taking into account the objectives proposed for this research and the theoretical
approaches on CS of Crystal (cited. by Skiba, 1997), Gumperz (cited by Duran, 1994) and
the functions of the switching code, some categories were elaborated to analyze the data
collected. (Appendix 01, 02,03).
TYPES OF CODE-SWICHING
TYPES STUDENT DESCRIPTOR
Intrasentential The student makes use of this type of

change by making use of words in L1 or
L2 within the same sentence
51
The student uses this type of code change
when using complete sentences varying
Intersentential from L1 to L2 or vice versa.
Tag switching tag switching students involve the

interjections, fillers, tags, and idiomatic
expressions, all of which can be produced
in L2 with only minimal knowledge of the
grammar of that language.
CAUSAS DEL CAMBIO DE CÓDIGO
Causa Student descriptor

Porque se presenta inseguridad lingüística
(Källstrand, 2012).
Porque se quiere explicar.
Porque se quiere repetir para dar mayor

claridad.
Porque se quiere cambiar de tema (Källstrand,

2012).
Funciones del cambio de código

Función Student Descriptor/ teacher Descriptor
Topic switch
Affective function
Repetitive function
Equivalence
Floor-holding:
•Reiteration:
Administration of classroom;
Performance of grammar, phonology,
morphology, and spelling.
Evaluation of understanding.
Retrieved and Adapted from: El Cambio De Código En El Aula De Inmersión En
Inglés En La I.E.D. Débora Arango Pérez En La Localidad De Bosa. Vargas , Y. (2026)

3.4.3 Students’ Questionnaire
The questionnaire is one of the most effective research instruments, a set of
questions designed to generate the necessary data to achieve the proposed objectives of the
research project. The questionnaire allows to standardize and integrate the data collection
process. Galán (2009).52
In this study, this instrument is used to obtain both quantitative and qualitative data
since "Asking questions is an obvious method of collecting quantitative and qualitative
information from people. Waliman (cited in Zidouni 2016).53
In addition, it is an attempt to include perspectives and students' perception of the
code, changing as a strategy to which they resort to express their ideas and grant them a
better communication when speaking in English. Zidouni (2016)
Some advantages of the questionnaire are: its relatively low cost, its ability to
provide information about a greater number of people in a fairly short period and the ease
of obtaining, quantifying, analyzing and interpreting the data. ZELADA (2011)
Therefore, the designed questionnaire sees (Appendix 04) consists of two parts. The
first is related to personal information, including age, gender and education level. The
second part consists of closed questions with multiple options, in which respondents can
52
Galán (2009). Metodologías de la investigación. EL CUESTIONARIO APLICADO A LA INVESTIGACION.
tomado de http://manuelgalan.blogspot.com/2009/04/el-cuestionario-en-la-investigacion.html
53
Choose more than one option when necessary. In addition, open questions are also
used. So that participants feel free to express their opinions in their own words without any
restrictions.
3.4.4 Teacher’s Questionnaire and Teacher’s Interview
Like the questionnaire, the interview is a very useful technique in qualitative
research to collect data; it is defined as a conversation that proposes a specific purpose
other than the simple fact of conversing. It is a technical instrument that takes the form of a
colloquial dialogue. Some authors define it as "the interpersonal communication established
between the researcher and the subject of study, in order to obtain verbal answers to the
questions raised about the proposed problem".
It is argued that the interview is more effective than the questionnaire because it
obtains more complete and deeper information, and also presents the possibility of
clarifying doubts during the process, ensuring more useful answers. Diaz et al., (2013).54
The interview data can be combined with the data from the questionnaire to explain
and strengthen the interpretation. Therefore, all these points of view justify the use of said
instrument as a complementary tool in the present study.
The interview and the questionnaire (appendix 04 and 05), was prepared previously
by the researchers so that they could obtain more information on the subject of study.
54
Diaz et al., (2013). investigación en educación médica. La entrevista, recurso flexible y dinámico.tomado
de http://riem.facmed.unam.mx/node/47
The questionnaire coast of a first part, the teacher is asked for personal information
such as gender, title and years. The second pate includes questions with multiple answers
about the use and function of code change a class.
while the interview includes 6 open questions related to the use of code change as a
means to promote communication in EFL. the interview was recorded using a cell, paper
and pencil were also used to take notes. It should be noted that the recording was made
under the consent of the master teacher. In addition, throughout the period, the researchers
tried to cope with all the matters related to the use of code change as a means to promote
communication in EFL.
3.4.5 The video

According to Baer (cited by ABOUCHAAR, 2016) the development of audiovisual
technologies, especially the precision, miniaturization and affordability of photography and
video cameras, are having an effect on a wide range of new social and cultural practices,
which are now subject of study in the social sciences. Research on domestic videos of
wedding and holidays, on personal videos on YouTube, on communication in
videoconferences, which are nothing but the corollaries of a "visual culture", marked by the
dizzying expansion of registration and reproduction technologies of pictures.
The use of video in the research provides the opportunity to have one more
possibility to analyze the interactions between the students, the teacher and the researchers
within the normal sessions in the English classroom. The main purpose of the video was to
have exact data of the moments where it was evident the use of code change by any of the
participants of the investigation.

3.4.6 Students’ journals
Another form of data collection that was decided to implement was students'
journal, according to Mills (cited by Mertler, 2008,) 55 journals "provide valuable
information into the workings of a classroom", since in journals, students are free to
express or write (in the way that they want) their ideas, thoughts or comments about the
class. The students' journal helps teachers or researchers to have a broader idea of the
thoughts, perceptions and daily experiences of the students in the classroom; and thus,
improve on what is relevant and necessary (Johnson, 2008) 56.
3.5 Limitations
3.6 3 Instructional Design
To achieve this case study in which the aim is to use the code-switching as a tool for
learning and Communicating in English classes. The pedagogical intervention and the
materials that are planned to be used are presented in six lessons. these lessons will be
planned and designed considering the theory of the flow model. One of the most important
aspects of the flow model is that it is an end in itself, therefore “the activity must be
intrinsically rewarding and autotelic” Csikszentmihalyi (cited by Meza, Ozuna, and Perez,
2019) 57. The flow model has eight core elements, that are: concentration, challenge, skills,
control, clear goals, feedback, immersion, and social interaction. These eight elements
consist of a varying number of criteria and relate to elements of flow Csikszentmihalyi,
(cited by Meza, Ozuna, and Perez 2019) 58. Getting meaningful learning throughout
different communicative and cooperative strategies the main idea of this theory.
55
Mertler (2008) COLLECTING DATA. Taken from https://www.corwin.com/sites/default/files/upm-
binaries/23147_Chapter_5.pdf
56 Johnson (2012). A Short Guide to Action Research (4th ed) (2012). Taken from
https://www.academia.edu/8767522/DATA_COLLECTION_METHODS_FOR_AN_ACTION_RESEARCH_PROJECT
?auto=download
57 Meza, Ozuna, and Perez (2019). The games as an axis of motivation to learn English
58
Meza, Ozuna, and Perez (2019). The games as an axis of motivation to learn English
3.7 Instructional phase
The design and implementation of the pedagogical intervention will follow five stages
of research implementation and four stages from action research from Burns (2010).
Phase 1. Diagnose or exploration. A questionnaire will be applied to 10th-grades
students in order to identify how the use of code-switching can increase the motivation of
students in their learning process in the English language. Students are expected to write in
a questionnaire how would they feel with the use of English and Spanish in English class;
what activities they want to do in the classroom. The purpose is to identify students' beliefs
about code-change.
Phase 2. Sensitization. Students are told about the research and the data collection
process to get solutions for their learning process. Students are informed about the general
outline, the process, what will be exposed, and the time, in which the research will be
carried out.
Phase 3. Development. The data obtained from the questionnaire were analyzed. Based
on the information, strategies were formulated to implement them in the classroom. It is
with the purpose to identify the problem and solve it using activities that help in the
alternation of the L1 and L2.
Phase 4. Adjustment. The data gathering instruments are going to be piloted with
other students, in order to conduct activities with low risks of errors. It with the goals to
have a successful data collection.

Phase 5. Implementation. The implementation of the code-switching will be based on
the research cycle action by Kemmis and McTaggart (cited by Maxwell, 2003) 59.. This has
four phases: plan, action, observe and reflect. in the phase of planning, With the problem
already identified, it was developed an action plan based on the use of code-switching. In
the second phase, some activities will be implemented based on the model of Flow with the
aim of solve problem. in the third phase, it will be observed carefully while the strategy of
code-switching was applied. it will be analyzed and reflected in what was done previously
in order to improve the mistakes made since this cycle will be repeated six times.
figura 1.1 cycle based on Kemmis and McTaggart (1988) model.
3.8 Topic selection and implementation of communicative activities.

The topics’ selection will take into account the curriculum established by the school and
the suggestions of the Colombian Education Ministry. also, the preferences of the students
obtained in the questionnaire will be taken into account. Six lessons will be created and
implemented, which will follow the eight elements of the Flow model (concentration,
challenge, skills, control, clear goals, feedback, immersion, and social interaction); and the
59
Maxwell, Tom. (2003). Action Research for Bhutan?. Rabsel. III. 1-20. Retrieved from
https://www.researchgate.net/publication/279948945_Action_Research_for_Bhutan
phases of action research (action, plan, observe, reflect) in a repeated sequence. the
activities created will emphasize in the communication skill. in addition, they will take into
account the context and the level of the students.
In the follow table shows the pedagogical design for the implementation of the activities
and their data gathering procedures.
3.8.1 Pedagogical Design

Intervention Data collection Instruments
Pedagogical Design Sesión 1: Surdents’ Questionnaire

6 sessions Communicative activity 1 Communicative activity mix with code-
switching
Video Recording
Observation/ Analysis categories
Student’s Reflective journal
Lesson 2: Communicative activity mix with code-

switching
Communicative activity 2
Reflective journal
Video Recording

switching
Communicative activity3
Reflective journal
Video Recording
switching
Reflective journal
Video Recording

switching
Reflective journal
Video Recording

switching
Reflective journal
Video Recording
3.9 Interventions planning

3.9.1 First activity
Name: Hidden sentence
Objective: Students will be able to talk about known topics using the L2 and the L1(When
it is necessary)
Time: 30 minutes
Materials:
 Cards with sentences
 Cards with topics
 Dictionary
Description of the implementation of this activity
Step 1: The teacher divides the group into two group and stick in the board some sentences.
Two students, one from each team, come and sit at the front of the class. Each student chooses
a sentence card. They do not show their sentences to each other or to their teams.
Step 2: The teacher chooses a topic card and announces the topic. The two students start off
a conversation with each other on this topic. They have to guide the conversation in such a
way that they can use the sentence on their card in a suitable context without anybody
noticing it. Both teams listen attentively and try to guess the 'hidden sentence' of the student
from the other team. If they think they hear it, they shout 'Stop!' and repeat the sentence. If
they are correct, they score a point. Each team is allowed to shout 'Stop!' twice during each
round. The conversation continues until 3 (or 5) minutes are up. For the next round, two new
students from each team come to the front.
Remarks!
 Students can use L1 when they do not one word, in order to keep the conversation.
 Guessing hidden sentence correctly: 1-point
 Use of hidden sentence by the student without detection:

 1-point Failure to use the sentence: minus 1 point
This means that each team can gain a maximum of 2 points in each round (if they detect the
opponent's hidden sentence and if their own team member uses his sentence undetected).
Possible sentences: I really think it's old-fashioned to get married-But I like children- I've
never been to Monteria-My mother used to bake a cake every Sunday- I like ride a bike. I
think - I hate spinach.
Possible topics: Pollution-Watching TV-Family life -Travelling-Fashion-Keeping fit
3.9.2 Second activity

Name: What's in the box?
Objective: Students will be able to describe objects and explain their use.
Time: 30 minutes
Materials:
 Box
 Piece of paper with the name of an object according with the topic that they are
working
 Dictionary
The teacher asks to the students work with a partner, and in the middle of the classroom the
teacher will put a box with some paper inside. Then one student from each pair takes a paper
from the box without show it to their partner. The students with the paper have to give some
clues (by describing its function or appearance) to his/her classmate in order that, he or she
can guess the name of the object. When the students guess the name then is his/her turn to
look for a paper.
Remarks!
Students can use dictionary to look for some words that they do not know and if it is
necessary, they can use Spanish in some moment for a better comfort or understanding.
3.9.3 Third activity

Name: chain story
Objective: Students will be able to express action in past tense
Time: 20 minutes
Materials:
 Small paper with one noun, verb or adjective.
 Dictionary
The teacher gives to each students a paper with a word and number. The number determines
the sequence in which the students have to contribute to the story. Then the teacher starts the
story by giving the first sentence, e.g. 'It was a stormy night in November.' the student who
has the number 1 continues the story. He or she may say up to three sentences in past tense
and must include the word on his or her slip of paper. The next student goes on.
Remarks!
 The students are allowed to use their dictionary or say one or two words in Spanish
if they do not have dictionary. Those word has to be different than one that they
have in the paper.
 The tense can change according with what they are working.
3.9.4 Fourth activity

Name: I'd rather be
Objective: Students will be able to ask for and give reasons

Time: 30 minutes
Materials:
 Dictionary
 A list of word pairs (nouns, adjectives) for the teacher
The teacher reads out pairs of Opposites' from her/his list and asks the students which ones
they would rather be. The students should also give a reason for their choice.
Possible word pairs: It can change depending on what they are working.
Soft – Hard Hammer - Nail
Glass – Wood Rose - Cactus
Water – Fire Mineral water - Whisky
Bitter – Sweet Square - Round
Beauty – Ugliness Cold - Hot
Remarks!
 Some of the opposites’ pairs can be in Spanish. Also, when the teacher considers
necessary to allow students to use Spanish, he or she will do it with the objective of
not limite the students
3.9.5 Fifth activity

Name: What is being advertised?
Objective: Students will be able to make conjectures, express probability, and give reasons
Time: 40 minutes
Materials:
 Different advertisements cut out from magazines.
 Dictionary.
Step 1: The teacher asks to the students to work in pairs. Each pair of students receives one
advertisement (without the name of the product) and they are asked to discuss what product
the advertisement could be for and why they think so. One of each pair makes some notes.
After about five minutes the advertisements are exchanged.
Step 2: Taking turns, each pair of students show the second advertisement to the rest of the
class and report their ideas on the product being advertised. The two students who discussed
this particular advertisement in the first round say where they agree or disagree and give
reasons. When all the advertisements have been discussed the teacher gives the solutions (by
presenting the name of each advertisement).
Remarks!
 Students can discuss in Spanish but when they present it, they have to do it English.
3.5.6. Sixth activity
Name: Definitions
Objectives: Students will be able to define new words
Time: 30 minutes
Materials:
 Dictionary

Step 1. One student is asked to leave the room. The remaining students choose a word, whose
meaning they do not know, from the dictionary. The word is written on the blackboard. Each
of the students now thinks of a definition for the word, only one student memorizing the
dictionary definition.
Step 2: The student is called back in. Having been shown the word he asks individual students
for their definitions. He can also ask additional questions about the (fictitious) meaning of
the word. When he has listened to all (or some) of the definitions he says which one he thinks
is the correct one. Several unknown words are chosen and their correct.
Remarks!
Students can use in their definitions certain words from their L1 in order to make it easier for
the students who have to guess the new word.
REFERENCES
 Reboul A. C. (2015). Why language really is not a communication system: a
cognitive view of language evolution. Frontiers in psychology, 6, 1434.
doi:10.3389/fpsyg.2015.01434
 Viorica and Shook, (2012,13 October). The Cognitive Benefits of Being Bilingual.
The Cognitive Benefits of Being Bilingual. Recovered to
https://www.researchgate.net/publication/235751035_The_Cognitive_Benefits_of_
Being_Bilingual ·
 Dykhanova, A. (2015). Functions of Code-Switching and Attitudes toward Them: A
Case Study. Recovered to
 Dykhanova, A. (2015). Functions of Code-Switching and Attitudes toward Them: A
Case Study. Recovered to
 Basudha,(2012). code-switching as a communicative strategy in conversation.
Recovered to file:///C:/Users/Usuario/Downloads/CODE-
SWITCHING_AS_A_COMMUNICATIVE_STRATE.pdf
 Cuartas, l. (2013). selective use of the mother tongue to enhance students’ English
learning processes...beyond the same assumptions. revistas.unal.edu.co. vol. 16. p.
137-151.
 Lin, A.M.Y. (2008). Code-switching in the classroom: Research paradigms and
approaches. In Encyclopedia of Language and education. (Second Edition).
Springer
 Muñoz, J; Mora, Y. Functions of Code-Switching: Tools for Learning and
Communicating in English Classes HOW, vol. 13, núm. 1, 2006, pp. 31-45
Asociación Colombiana de Profesores de Inglés Bogotá, Colombia.
 Mejía, A.M. (2004). The role of reformulation in bilingual storytelling. The Welsh
Journal Of Education, 13(1), 30
 Ávila,2015. El rol de la lengua materna en el aprendizaje de una lengua extranjera
en el grado primero de educación básica primaria
learning processes...beyond the same assumptions. revistas.unal.edu.co. vol. 16. p.
137-151.
 Celaya, M.L. (2004) “Em deixes el workbook?” Alternancia de códigos en el aula
de Filología Inglesa. En: Anuari de Filologia • XXVI • A • 13. Universidad de
Barcelona. Retrieved from: www.ub.edu/GRAL/pubs/Anuari06.pdf
 Celaya, M.L. (2004) “Em deixes el workbook?” Alternancia de códigos en el aula
de Filología Inglesa. En: Anuari de Filologia • XXVI • A • 13. Universidad de
Barcelona. Retrieved from: www.ub.edu/GRAL/pubs/Anuari06.pdf
 Youkhana, S (2010) Code-switching in the Foreign Language Classroom. En:
Digitala Vetenskapliga Arkivet. Höstterminen: Escuela de Educación y
Comunicación (HLK).
 Källstrand, M (2012) La alternancia de lenguas o cambio de código en la
enseñanza del Español en Suecia. Un estudio de las actitudes de los profesores con
respecto al cambio de código en el aula. Goteborgs Universitet. Recuperado de:
https://gupea.ub.gu.se/bitstream/2077/29408/1/gupea_2077_29408_1.pdf
 Vargas,(2016). el cambio de código en el aula de inmersión en inglés en LA I.E.D.
DÉBORA ARANGO PÉREZ en la localidad de bosa. Retrieved from
http://bdigital.unal.edu.co/52159/1/leidyyolanyvargasgiraldo.2016.pdf
learning processes...beyondthe same assumptions. revistas.unal.edu.co. vol. 16. p.
137-151
 Agarin (2014). Code Switching: A Tool in the Classroom. Taken from:
https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1401&context=e
hd_theses
 Zidouni, S. (may de 2016). semanticscholar.org. Obtenido de The Students’ Use of
Code Switching as a Strategy to Better:
https://pdfs.semanticscholar.org/b317/c9234c0f7193b949c924773057c031e61d98.p
df
 Hymes, Dell H. (1966) homsky, Noam (1965). Aspects of the theory of syntax.
Cambridge: M.I.T. Press.. “Two types of linguistic relativity”. In Bright,
W. Sociolinguistics. The Hague: Mouton. pp. 114–158.
 learnalberta.ca. (n.d.). learnalberta.ca. Obtenido de Communicative Competence:
https://www.learnalberta.ca/content/eslapb/about_communicative_competence.html
 Canale, M.; Swain, M. (1980). ‘Theoretical bases of communicative approaches to
second language teaching and testing’. Applied Linguistics, 1/1: 1-47.

 Dörnyei, Z.; Scott, M. (1997). "Communication strategies in a second language:
definitions and taxonomies". Language Learning. 47: 173–210. Doi:10.1111/0023-
8333.51997005.
 Ellis, Rod (1997). Second Language Acquisition. Oxford Introductions to Language
Study. Oxford, New York: Oxford University Press. DOI: ISBN 978-0-19-437212-
1.
 Ellis, Rod (2008). The Study of Second Language Acquisition. Oxford, UK:
Oxford University Press. DOI: ISBN 978-0-19-442257-4.
 Nguyen, T. (2014). Code Switching: A Sociolinguistic Perspective. Druch,
Herstellung:
 Anchor Academic Publishing (aap_verlag).
 Poplack, S. (1980). Sometimes I‟ll Start a Sentence in Spanish y Termino en
Espanol: Toward a typology of code-switching. Linguistics, 18(7-8), 581-618.
 Poplack, S. (1980). Sometimes I‟ll Start a Sentence in Spanish y Termino en
Espanol: Toward a typology of code-switching. Linguistics, 18(7-8), 581-618.
 Sert, O. (2005). The functions of code switching in ELT classrooms. The Internet
TESL Journal, 11(8).
 Sert, O. (2005). The functions of code switching in ELT classrooms. The Internet
TESL Journal, 11(8).
 Romaine, S. (1989). Bilingualism. Oxford: Blackwell

 Gumperz, J. J. (1982). Discourse Strategies: Studies in Interactional
Sociolinguistics.
Cambridge: Cambridge University Press.
 Lanza, E. (1997). Multilingualism and the Family. In P. Auer & L. Wei (Eds.),
Handbook of Multilingualism and Multilingual Communication (pp 45- 68). Berlin:
Walter de Gruyter
 Auer, P. (1999). Code Switching Via Language Mixing to Fused Lects Toward a
Dynamic Typology of Bilingual Speech. International Journal of Bilingualism,
3(4),309-332.
 Wei, L. (1998). The “Why‟ and „How‟ Questions in the Analysis of
Conversational Code- Switching. P. Auer (ed.), Code Switching in Conversation:
Language, interaction and identity (151- 179). New Fetter Lane, London:
Routledge.
 Butzkamm, W. (2003). We only learn language once. The role of the mother
tongue in FL classrooms: Death of a dogma. Language Learning Journal, 28, 29-39
 Creswell, J. (2003). Research design: Qualitative, quantitative and mixed methods
approaches (2nd ed.). Thousand Oaks, CA: SAGE Publications.
 (2015). Functions of Code-Switching and Attitudes toward Them: A Case Study.
Recovered to
 Zidouni (2006). The Students’ Use of Code Switching as a Strategy to Better
Communication EFL Classroom. Recovered to
 Hernandez (2019). The Use of a Genre-Based Approach to Promote Writing Skills
Through Instructional Texts in a Colombian 10th EFL Classroom.
df
 Galán (2009). Metodologías de la investigación. EL CUESTIONARIO APLICADO
A LA INVESTIGACION. Retrieved from
.http://manuelgalan.blogspot.com/2009/04/el-cuestionario-en-la-investigacion.html.
df
 Johnson (2012). A Short Guide to Action Research (4th ed) (2012). Taken from
https://www.academia.edu/8767522/DATA_COLLECTION_METHODS_FOR_A
N_ACTION_RESEARCH_PROJECT?auto=download
 Meza, Ozuna, and Perez (2019). The games as an axis of motivation to learn
English
Appendices
Appendix N° 01: Observation Analysis categories
Date: ............................................ Time: .........................
Number of learners: .................................. Attendance: ..............
Lesson: ....................................................... Average age: ............
TYPES STUDENT DESCRIPTOR
Intrasentential
Tag switching
Intersentential
Tomado y modificado de EL CAMBIO DE CÓDIGO EN EL AULA DE

INMERSIÓN EN INGLÉS EN LA I.E.D. DÉBORA ARANGO PÉREZ EN LA
LOCALIDAD DE BOSA (2016). LEIDY YOLANY VARGAS GIRALDO
Date: ............................................ Time: .........................
Causa Descrptor estudiabte

Porque se presenta inseguridad lingüística
Porque se quiere explicar.
Porque se quiere repetir para dar mayor

claridad.
Porque se quiere cambiar de tema

Tomado y modificado de EL CAMBIO DE CÓDIGO EN EL AULA DE

Funciones del code-switching
Date: ............................................ Time: .........................
Funciones del cambio de código

Función Descritor estudiante
Taken and modified from : EL CAMBIO DE CÓDIGO EN EL AULA DE

Appendix N° 04: Students’ Questionnaire
Información personal
1) Género: M F
2) Edad: ________
3) Grado: _______
Habilidad de habla en la clase de inglés
1) ¿Cómo te sientes cuando escribes en inglés?
Bien
Abrumado/a
Apenado/a
No lo hago/a
Otro: ____________________________
2) ¿Qué tan a menudo hablas en inglés en la clase de inglés?
Nunca
Ocasionalmente
A menudo
Siempre
3) ¿Te gustaría que se alternara el inglés y español en la clase de inglés?
Sí
No
Justifica tu respuesta:
4) ¿Te piensas que te sentirías con la alternación el inglés y español en la clase de inglés?
Preferencias
1) ¿Cómo te gusta trabajar?
Solo/a
A
l En parejas
o
En grupos
b
n
2) ¿Cuál de estas actividades te gustaría hacer en clases?
e
Role play.
Conversaciones en parejas.
A
A
ll Conversaciones en grupo.
oC
o
bO Mini exposiciones
b
nA
N
n
Otro:elV ____________________________
e
oE
3) ¿De qué temas te gustaría hablar en clase?
bR
nS
eA
C
I
O
A
l
o
Appendix N° 05: Teacher´s questionnaire
Teacher´s questionnaire
Sección 1
1. Genero
a. Mujer ____ b. Hombre _____
2. Nivel de educación
a. pregrado____ b. especialización___ c. Maestría ____ d. doctorado____
de______
3. ¿cuántos años de experiencia tiene enseñando inglés?

a. _____ Menos de 15 años b._______ Entre 15 y 20 años c. ______ Más de 20
años.
Sección 2
¿Para qué usa generalmente la lengua española en el aula?
nunca Casi A Casi Siempre
nunca veces Siempre
Expresar emociones o sentimientos
Humor y anécdotas
Dar instrucciones
llamados de atención
Brainstorms
Preguntas simples y peticiones
Explicaciones generales o gramaticales
Clarificar vocabulario
Para hacer que el estudiante se sienta
comodo
Hecer la clase menos estresante
taken and adapted from Las variables sexo, edad y lugar de trabajo en
las actitudes de los profesores hacia la interacción oral en L1 y L2 en la clase deinglés
de segundo de Bachillerato (2009)
siga las declaraciones con mucho cuidado y marque la respuesta que mejor describa
su grado de acuerdo o desacuerdo.
Yo uso la Totalmente De acuerdo Neutral desacuerdo Totalmente
mezcla de de acuerdo en
idiomas desacuerdo
para
impulsar a
los
estudiantes a
participar.
Para
facilitar la
comprensión
de los
alumnos
El uso de
una mezcla
de idiomas
conduce a la
debilidad
del inglés de
los
estudiantes.
El uso de
una mezcla
de idiomas
fortalece el
inglés de los
estudiantes.
Es mejor
dar una
clase solo en
ingles
Me siento
más cómodo
cuando me
comunico
con mis
alumnos
solo en
inglés.
Para ayudar
a mejorar el
uso del
ingles
Para
favorecer el
trabajo en
grupo
Taken and adapted from Functions of Code-Switching and Attitudes toward Them:
A Case Study’s research
Appendix N° 06: Teachers’ Interview
¿Le gustaría responder adecuadamente a las siguientes preguntas?

1. ¿Usan los estudiantes el code- switching en sus clases?
2. ¿Hay situaciones específicas o áreas temáticas en las que los estudiantes cambian
entre idiomas?
3. ¿Por qué cree que sus estudiantes usan el cambio de código (razones)?
4. ¿Cree usted qué alternar el uso del inglés y español en la clase puede ser beneficioso
para mantener el flujo de comunicación y para la adquisición de la nueva lengua o es
sólo un Problema en el aula de EFL?
5. ¿en que momento de la clase usted alterna los idiomas (inglés-español)?
6. ¿Cree usted que el uso del code- switching ayuda a tener un aprendizaje exitoso en
el aprendizaje del inglés? ¿por qué?
 taken and adapted from Functions of Code-Switching and Attitudes toward

Them: A Case Study’s research
 taken and adapted from Code Switching: A Tool in the Classroom’s research

Trabajo Ppi 3 Septimo Semestre

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Trabajo Ppi 3 Septimo Semestre

Încărcat de

Drepturi de autor:

Formate disponibile

Functions of Code-Switching: Tools for Learning

and Communicating in English Classes

Undergraduate thesis presented as a requirement to obtain the Bachelor’s Degree

School of Sciences and Education

Foreign languages program

effective strategy in the English teaching-learning process to help to maintain better

communication in classroom discourse in a group of 10th-grade learners at a public

completed research project. This research uses a mixed-method encompassing both

qualitative and quantitative measurements. Therefore, the researchers collect data

through students’ journals, interviews, questionnaire, video recording and checklist.

codification, categorization, content analyses and triangulation. The interventions of this

research will be achieved through different activities such as role-play, conversation,

using code-switching as a strategy. Also, this study expects to encourage educators to

an obstacle in the process of teaching-learning.

(Reboul, 2015.)”1. Today, more of the world’s population is bilingual or multilingual

languages. The existence of two languages in a community is a common situation in

speak, this process it is known as “code-switching”.

The code-switching could be defined as “a negotiation between language use and

the communicative intents of the speakers” Arifin, (cited by Basudha,2012)5 or between

L1 and L2 provides an important communication support for students and teachers.

Some language teaching methodologies believe that to achieve successful

non-interference is a characteristic of being bilingual and, better still, of being native. b)

expression of the apprentices.

their learning process. In addition, it allows a better understanding, interaction and

participation, both of students and teachers, in the teaching-learning process of English.

switching should be viewed as a linguistic advantage rather than an obstacle in

Language and education. (Second Edition). Springer

Fernanda Mora,2006). 10 supports the use of code-switching in the classroom by

(cited by Jorge Enrique Muñoz and Yadira Fernanda Mora,2006). In addition, it is

role of code change since it should see it as a resource instead of a problem.

it offers students the opportunity to use L1 for communicative purposes. in addition, as

educators should see this phenomenon as a resource instead of a problem inasmuch as it

offers innumerable advantages in the process of teaching and learning a language.

“Ser competente en otra lengua es esencial en el mundo globalizado, el cual exige

competitivos”. Vélez, (cited by Ávila,2015)11.

excessive use and avoids the use of English. Cuartas (2013)14.

language to communicate or explain a topic, generating excessive use of Spanish and

the use of code switching to contribute to the development of communication skills in

considered a linguistic "retention resource" instead of a negative interference in the

language learning process. Also, it is expected to have an impact on teachers' beliefs

de Lima High School in Sincelejo?

1.3 Related Studies

code-switching has been previously approached by other professors-researchers at the

local and international teaching contexts.

conducted by Celaya (2004) 15 which is titled “Em deixes el workbook?” Alternancia de

el workbook?” Alternancia de códigos en el aula de Filología Inglesa. On the other hand,

Likewise, in the study "Code-switching as a teaching strategy: implications for

Hodupeola (2013) focused on the critical examination of the phenomenon of change in

learning a second language; it must be considered as a useful strategy of interaction in

the classroom and as an efficient way of transmitting knowledge. However, in learning

in English language environments, the application of code change strategies must be

language learning (p.94).

language (Yohkhana, 2010, p.20)19.

Another of the investigations revealed in this search refers to the works

developed by Källstrand (2012)20 ) tittled “La alternancia de lenguas o cambio de código

statutes of the National Directorate of Education of Sweden ("Skolverket"), in which

title is “el cambio de código en el aula de inmersión en inglés en la I.E.D. DÉBORA

have a wider perspective of some bilingual phenomena in the English classroom as in

the city public schools. (vargas 2016, p.6)21.

In another of the studies titled,“Functions of Code-Switching: Tools for Learning

and implications of the finished research project. Specifically, we explored which

L1 as a means of learning and communicating rather an obstacle in the teaching

learning process. Mora (2006).22