Analyzing the code switching behaviors of chilean high schools : a linguistic/functional analysis of teacher's choices in the EFL classroom
| dc.contributor.advisor | Cancino Ávila, Marco Octavio | |
| dc.contributor.author | Díaz González, Gabriela Elizabeth | |
| dc.contributor.editor | Facultad de Humanidades y Educación | |
| dc.date.accessioned | 2023-10-12T17:01:59Z | |
| dc.date.available | 2023-10-12T17:01:59Z | |
| dc.date.issued | 2018 | |
| dc.description | Tesina (Magíster en la Enseñanza del Inglés como Lengua Extranjera) | es |
| dc.description.abstract | Despite of the fact that code-switching behavior of high schools teachers is a common phenomenon in the Chilean classroom, there is a gap in literature and studies related to it. The aim of this study is establishing if there is any relation between its occurrence and the accomplishment of a number of pedagogic functions. For this reason, the use of both the L1 and L2 of two EFL Chilean teachers was examined in two different classes per teacher during three sessions through audio-recordings. Each teacher talk was analyzed so that each part of it was labeled as belonging to one of the classroom modes described in Walsh (2006). The two most frequent modes, managerial and materials were considered for the analysis where the discourse was analyzed splitting it up into AS-units. Later on, the observational scheme FLAATT was used to analyze frequency of language and functions as well as the relationship if any between the two. The results show that the L1 has a hegemonic presence in the EFL classroom, being used by teachers when performing a wide range of pedagogic functions and having a more visible presence when the aims of the teacher involve setting up the class, passing out information on details and specifications of different activities and tasks intended for future lessons and making comments on the students’ answers when an answer needs to be better developed. On the contrary, the L2 was more present in the stages of the class where teacher had to check the students’ learning and modeled certain language forms for them. The study demonstrates that these teachers’ language choices were not consistent for conveying certain pedagogical functions. | es |
| dc.identifier.uri | https://repositorio.unab.cl/xmlui/handle/ria/53450 | |
| dc.language.iso | en | es |
| dc.publisher | Universidad Andrés Bello | es |
| dc.subject | Profesores de Inglés | es |
| dc.subject | Investigaciones | es |
| dc.subject | Cambio de Código (Lingüística) | es |
| dc.subject | Enseñanza Media | es |
| dc.subject | Chile | es |
| dc.title | Analyzing the code switching behaviors of chilean high schools : a linguistic/functional analysis of teacher's choices in the EFL classroom | es |
| dc.type | Tesis | es |
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