Reasons for teachers code-switching at primary school classes of bilingual Turkish-Persian districts
Despite the significance given to code-switching as a common linguistic phenomenon among bilinguals around the world, the reasons for which teachers in Turkish Persian classes–which are supposed to be run in Persian–resort to code-switching have not been intimately explored. In the first section of...
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| Format: | Article |
| Language: | fas |
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Organization for educational research and planning
2013-09-01
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| Series: | فصلنامه نوآوریهای آموزشی |
| Subjects: | |
| Online Access: | https://noavaryedu.oerp.ir/article_79015_b0669bb2d035b2eac94b1b93cffd7532.pdf |
| _version_ | 1797689761006092288 |
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| author | Abdolhosein Heidari Mahdi Samā’i Latif Attāri Afsar Ruhi |
| author_facet | Abdolhosein Heidari Mahdi Samā’i Latif Attāri Afsar Ruhi |
| author_sort | Abdolhosein Heidari |
| collection | DOAJ |
| description | Despite the significance given to code-switching as a common linguistic phenomenon among bilinguals around the world, the reasons for which teachers in Turkish Persian classes–which are supposed to be run in Persian–resort to code-switching have not been intimately explored. In the first section of the present study, the data were collected from a primary school by tape recording and note taking from interactions taking place between bilingual teachers (n = 4) and their students. It was found that bilingual teachers in this study tended to use students L1 to serve a number of pedagogic and social functions. For the second section of the study, however, a questionnaire was developed to elicit bilingual teachers
(n = 305) reasons for resorting to code-switching in elementary classes. The Friedman test run on the data collected from the questionnaire indicated that the majority of respondents agreed with code-switching in elementary schools, but they appeared to credit different reasons for such a change from Persian to Turkish in their classes. Code-switching mostly occurrs in the classroom to cater for the needs of the students. Code-switching functions justify its use in the class, but it shoud be used in some restricted activities. |
| first_indexed | 2024-03-12T01:50:09Z |
| format | Article |
| id | doaj.art-3be96a2890014e6ba287e1d87d910129 |
| institution | Directory Open Access Journal |
| issn | 1735-1235 |
| language | fas |
| last_indexed | 2024-03-12T01:50:09Z |
| publishDate | 2013-09-01 |
| publisher | Organization for educational research and planning |
| record_format | Article |
| series | فصلنامه نوآوریهای آموزشی |
| spelling | doaj.art-3be96a2890014e6ba287e1d87d9101292023-09-08T13:41:53ZfasOrganization for educational research and planningفصلنامه نوآوریهای آموزشی1735-12352013-09-0112311012479015Reasons for teachers code-switching at primary school classes of bilingual Turkish-Persian districtsAbdolhosein Heidari0Mahdi Samā’i1Latif Attāri2Afsar Ruhi3PhD Candidate at Payāme Noor University(PhD), Iranian Research Institute for Information Science and Technology (IRANDOC)(PhD), Payāme Noor University(PhD), Payāme Noor UniversityرDespite the significance given to code-switching as a common linguistic phenomenon among bilinguals around the world, the reasons for which teachers in Turkish Persian classes–which are supposed to be run in Persian–resort to code-switching have not been intimately explored. In the first section of the present study, the data were collected from a primary school by tape recording and note taking from interactions taking place between bilingual teachers (n = 4) and their students. It was found that bilingual teachers in this study tended to use students L1 to serve a number of pedagogic and social functions. For the second section of the study, however, a questionnaire was developed to elicit bilingual teachers (n = 305) reasons for resorting to code-switching in elementary classes. The Friedman test run on the data collected from the questionnaire indicated that the majority of respondents agreed with code-switching in elementary schools, but they appeared to credit different reasons for such a change from Persian to Turkish in their classes. Code-switching mostly occurrs in the classroom to cater for the needs of the students. Code-switching functions justify its use in the class, but it shoud be used in some restricted activities.https://noavaryedu.oerp.ir/article_79015_b0669bb2d035b2eac94b1b93cffd7532.pdfcode-switchinginstruction languagefirst languageclassroom interaction |
| spellingShingle | Abdolhosein Heidari Mahdi Samā’i Latif Attāri Afsar Ruhi Reasons for teachers code-switching at primary school classes of bilingual Turkish-Persian districts فصلنامه نوآوریهای آموزشی code-switching instruction language first language classroom interaction |
| title | Reasons for teachers code-switching at primary school classes of bilingual Turkish-Persian districts |
| title_full | Reasons for teachers code-switching at primary school classes of bilingual Turkish-Persian districts |
| title_fullStr | Reasons for teachers code-switching at primary school classes of bilingual Turkish-Persian districts |
| title_full_unstemmed | Reasons for teachers code-switching at primary school classes of bilingual Turkish-Persian districts |
| title_short | Reasons for teachers code-switching at primary school classes of bilingual Turkish-Persian districts |
| title_sort | reasons for teachers code switching at primary school classes of bilingual turkish persian districts |
| topic | code-switching instruction language first language classroom interaction |
| url | https://noavaryedu.oerp.ir/article_79015_b0669bb2d035b2eac94b1b93cffd7532.pdf |
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