The Effectiveness of Code-switching and Identity Reconstruction

다국어 초록 (Multilingual Abstract)

The study aimed to determine the outcomes of one teacher’s code-switching between Korean and English in a Teaching English in English (TEE) university class. Seventy-four female freshmen participated in class observations, a survey questionnaire, and interviews. The results were categorized into three parts: 1) instances of code-switching, 2) students’ perceptions, and 3) the relationship between code-switching and students’ identity reconstruction. The seven categories of code-switching were: 1) to build rapport between the teacher and students, 2) to assist group discussions, 3) as a repair strategy, 4) to teach bilingual terminology, 5) to disapprove students’ behavior, 6) to announce important notices, and 7) to clarify the meaning of vocabulary. Students had positive perceptions concerning code-switching, in particular, content knowledge delivery and classroom management. More importantly, the teacher’s code-switching influenced the students’ self-identity. This finding implies that code-switching is an effective educational strategy that teachers need to apply based not only on the type of course and the students’ English proficiency levels, but also on the students’ cultural and social context where they construct their identity.

목차 (Table of Contents)

• Ⅰ. INTRODUCTION
• Ⅱ. LITERATURE REVIEW
• Ⅲ. METHOD
• Ⅳ. RESULTS AND DISCUSSION
• Ⅴ. CONCLUSION
• REFERENCES