Vietnamese University EFL teachers' code-switching in classroom instruction
Abstract
This study examines the under-explored phenomenon of code-switching practised by EFL teachers in classroom instruction in a Vietnamese setting. Among the foreign languages taught and learned in Vietnamese universities, English is the most popular. The focus is on a cultural group of EFL teachers who share code-switching as a practice in their EFL classroom instruction, leading me to adopt ethnography as the methodology for the study. The research design involved data-driven analysis of 12 teachers’ code-switching behaviour from four different main sources of information: classroom observations; class recordings; interviews with the observed teachers; and interviews with their students, together with field notes The findings show that teachers practised code-switching very commonly in their English instruction, in five different forms. One of the most noticeable forms was their switching involving Vietnamese fillers or an English interjection. The teachers practised code-switching in many situations, which were divided into two categories: during instruction of language teaching units and during instruction of classroom process. It was evident in this study that teachers’ practice of code-switching served both instructional and social functions, confirming many of the functions found in the literature. Furthermore, this study found that teachers code-switched due to various factors which derived from both teachers themselves and their students. One of the most noticeable…
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