Code-switching in EFL Classrooms in the Czech Republic: A
Conversation Analysis Perspective

k 2016

Code-switching in EFL Classrooms in the Czech Republic: A Conversation Analysis Perspective

TŮMA, František

Základní údaje

Originální název

Code-switching in EFL Classrooms in the Czech Republic: A Conversation Analysis Perspective

Název česky

Střídání kódů v hodinách angličtiny v Česku: pohled konverzační analýzy

Autoři

TŮMA, František

Vydání

ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, 2016

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50300 5.3 Education

Stát vydavatele

Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Označené pro přenos do RIV

Organizační jednotka

Pedagogická fakulta

Změněno: 10. 9. 2016 18:25, doc. Mgr. František Tůma, Ph.D.

Anotace

V originále

The paper addresses the phenomenon of code-switching in English as a foreign language (EFL) classes conducted in lower-secondary schools (ISCED 2) in the Czech Republic. Since the Czech Republic is a relatively monolingual country, the presented analysis intends to uncover some of the contextualization mechanisms underlying the switching between Czech (i.e. the mother tongue of the teachers and pupils) and English (i.e. the target language of the classes). More generally, the analysis reveals how the phenomenon of multilingualism is reflected in classroom interaction in the context of compulsory education in the Czech Republic, in which English is the first foreign language that the learners learn in schools. In addition, the research aims to contribute to the understanding of expertise, which can be defined as “characteristics, skills, and knowledge that distinguish experts from novices and less experienced people”; experts “are consistently able to exhibit superior performance for representative tasks in a domain” (Ericsson, 2006, p. 3). In the context of foreign language teaching, one of such representative tasks is the participation in (and the controlling of) classroom interaction, which (in the case of a monolingual class) takes place in English and also in the mother tongue. Since the interactional order in everyday interactions can be revealed by conversation analysis (CA), the outcomes of this research can also be used to characterize expert performances in the context of foreign language teaching in a monolingual country (such as the Czech Republic). Theoretically and methodologically the study builds on Auer’s sequential approach to code-switching (e.g. Auer, 1998; Auer & Eastman, 2010), which employs CA and views the instances of code-switching as potential contextualization cues. The aim of the presented analysis was to uncover the contextualization mechanisms underlying conversational code-switching in teacher-student classroom interaction. The data comprised 13 videorecordings of EFL classes conducted by 13 expert teachers in lower-secondary schools in the Czech Republic. The analysis revealed how code-switching was used to contextualize (1) digressions, (2) repair work and (3) reiterations.

Návaznosti

GA15-08857S, projekt VaV

Název: Interakce ve výuce anglického jazyka na vysoké škole

Investor: Grantová agentura ČR, Interakce ve výuce anglického jazyka na vysoké škole

Citovat

TŮMA, František. Code-switching in EFL Classrooms in the Czech Republic: A Conversation Analysis Perspective. In ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers. 2016.

@proceedings{1353559,
   author = {Tůma, František},
   booktitle = {ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers},
   language = {eng},
   title = {Code-switching in EFL Classrooms in the Czech Republic: A Conversation Analysis Perspective},
   url = {http://www.eera-ecer.de/ecer-programmes/conference/21/contribution/37928/},
   year = {2016}
}

TY  - CONF
ID  - 1353559
AU  - Tůma, František
PY  - 2016
TI  - Code-switching in EFL Classrooms in the Czech Republic: A Conversation Analysis Perspective
UR  - http://www.eera-ecer.de/ecer-programmes/conference/21/contribution/37928/
N2  - The paper addresses the phenomenon of code-switching in English as a foreign language (EFL) classes conducted in lower-secondary schools (ISCED 2) in the Czech Republic. Since the Czech Republic is a relatively monolingual country, the presented analysis intends to uncover some of the contextualization mechanisms underlying the switching between Czech (i.e. the mother tongue of the teachers and pupils) and English (i.e. the target language of the classes). More generally, the analysis reveals how the phenomenon of multilingualism is reflected in classroom interaction in the context of compulsory education in the Czech Republic, in which English is the first foreign language that the learners learn in schools. In addition, the research aims to contribute to the understanding of expertise, which can be defined as “characteristics, skills, and knowledge that distinguish experts from novices and less experienced people”; experts “are consistently able to exhibit superior performance for representative tasks in a domain” (Ericsson, 2006, p. 3). In the context of foreign language teaching, one of such representative tasks is the participation in (and the controlling of) classroom interaction, which (in the case of a monolingual class) takes place in English and also in the mother tongue. Since the interactional order in everyday interactions can be revealed by conversation analysis (CA), the outcomes of this research can also be used to characterize expert performances in the context of foreign language teaching in a monolingual country (such as the Czech Republic). Theoretically and methodologically the study builds on Auer’s sequential approach to code-switching (e.g. Auer, 1998; Auer & Eastman, 2010), which employs CA and views the instances of code-switching as potential contextualization cues. The aim of the presented analysis was to uncover the contextualization mechanisms underlying conversational code-switching in teacher-student classroom interaction. The data comprised 13 videorecordings of EFL classes conducted by 13 expert teachers in lower-secondary schools in the Czech Republic. The analysis revealed how code-switching was used to contextualize (1) digressions, (2) repair work and (3) reiterations.
ER  -

TŮMA, František. Code-switching in EFL Classrooms in the Czech Republic: A Conversation Analysis Perspective. In \textit{ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers}. 2016.

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