Discourse Analysis of Teacher Talk: Code Switching in Content and Language Integrated Learning (CLIL) Classrooms in Thailand

Authors

  • Dorota Domalewska War Studies University Warsaw

DOI:

https://doi.org/10.24203/ajeel.v5i2.3962

Keywords:

Content and Language Integrated Learning (CLIL), foreign language, code switching, Thai university

Abstract

This paper presents the results of a study on pedagogical functions of code switching in teacher discourse in Content and Language Integrated Learning (CLIL) classroom in a Thai university. The data was collected by means of structured classroom observation, field notes, and audio recordings. The findings suggest that code switching is used primarily for a preventive purpose; the explanation is given in L1 because otherwise the lesson would not be understandable for the students, mainly due to the students’ low proficiency level. The instructor alternates languages in order to substitute words and phrases in another language and to emphasize content words and learning points that are the focus of the lesson. Self-repetition is the most frequently used emphasis technique. Furthermore, the lecturer code switches in order to give lucid clarification of difficult concepts and clear confusion, which facilitates learning.  

 

Author Biography

Dorota Domalewska, War Studies University Warsaw

Dorota Domalewska, Ph.D. is an Assistant Professor at the University of Social Sciences in Warsaw, Poland. Her current research interests include foreign language learning and teaching, computer enhanced teaching, and bilingual education.

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Published

2017-04-22

How to Cite

Domalewska, D. (2017). Discourse Analysis of Teacher Talk: Code Switching in Content and Language Integrated Learning (CLIL) Classrooms in Thailand. Asian Journal of Education and E-Learning, 5(2). https://doi.org/10.24203/ajeel.v5i2.3962

Issue

Vol. 5 No. 2 (2017): April 2017

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Articles

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