The frequency and functionality of code-switching in beginning level Spanish classrooms
Keywords
Loading...
Authors
Issue Date
2017-08-14
Language
en
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This present study investigated the frequency and functions of code-switching in two sets of beginning level learners of Spanish at Wageningen in’to Languages. There is an overbearing stigma attached to the use of the L1 or the lingua franca in language classrooms. The goal of this thesis was to reduce this stigma by examining the frequency and functions of L1 Dutch, English as a lingua franca, and L2 Spanish in student-student and student-teacher interactions. The overall language production of the instructor of the learners in this thesis was also examined. The hypothesis proposed that the higher level learners would use the L2 more for metalinguistic functions and that the L1 will be the dominant language in the classroom, despite the current language teaching methodology. This thesis concluded that English as a lingua franca was predominantly used in the classroom and had metalinguistic functions that enabled learners to effectively and efficiently learn the L2. Although the stigma attached to the L1/lingua franca is patently present in the current context, this study argues for the functional use of the L1/lingua franca in language classrooms.
Keywords: second language acquisition, L1 use, English as a lingua franca, code-switching, metalinguistic functions
Description
Citation
Supervisor
Faculty
Faculteit der Letteren