Code Switching in Ethiopian Primary and Secondary EFL Classrooms:A Comparison of its Extent and Types
Dereje Assefa Sime
This study explores the practice of Code Switching (CS) in Ethiopian EFL classrooms. To this end, two EFL teachers were observed and audio-recorded for 6 sessions (3 sessions for each). Responding to the extentand types of CS used in the EFLclassrooms, the analysis of the classroom interaction transcripts revealed that the use of CS was prevalent, and it was recognized that the participant EFL teachers practiced CS based on the learners’ grade levels. Regarding the extent of L1 use in EFL classes, wordcount was used as a unit of analysis, and from the total teachers’ language use, theaverage percentage of L1 use at the elementary school level was 31.9%; on the other hand,there was 17% L1 use at secondary school level. Similarly, four patternsortypes of CS were used during the observation in both grade levels: Intra-sentential, inter-sentential, extra-sentential (tag) and intra word CS. Among these, intra-sentential CS was used more frequently (53%) from the total CS patterns at the elementary schools (grade 7) level; in contrast, inter-sentential CS was the main (38.6%) type of CS practiced at the secondary school (grade 9) level. Therefore, with the avoidance of intra-word code switching, it would be appropriate to acknowledge other typesof CS as a strategy for teaching English in the EFL classroom discourse like Ethiopia, but its frequency should keep in view of the grade levels of the students.
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