.png){kind=icon}
.png){kind=icon}
Return
Teacher code alternation in a Sri Lankan tertiary level EMI classroom
.png){kind=icon}
PRE
AI
D
D
DOI：10.1093/elt/ccag031.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
This study explores teacher code alternation in an English medium instruction classroom at a higher education institution in Sri Lanka. Acknowledging that code alternation is common in multilingual settings, this case study highlights its various functions, motivations, and implications for classroom purposes, addressing a gap in research within the Sri Lankan higher education context. Data were collected through classroom observations, transcriptions of recorded lessons, and semi-structured interviews. The analysis revealed five distinct functions of code alternation that aid the learning process. As a strategic linguistic tool, code alternation enhances comprehension, manages classroom dynamics, and builds rapport. Specifically, it serves to alleviate the stress of using English, foster a comfortable environment, and clarify complex ideas, thereby underscoring the importance of teacher–student perspectives on the use of code alternation for inclusive, multilingual education.
Journal
IF:
2.6
Papers:
1.3K
Citations:
2.5K
Organization
No organization information available
Cited Papers