C is
for CODE
- SWITCHING
I decided to learn some more about something I
consider important for a future Clil teacher: “Code
switching”. I consider that
teaching different subjects in a target language is a magnificent idea, because
we are able to do both things in one, learn contents of the subject and learn
the language in a more natural way, (and both at the same time), which is
great. But to really succeed in both things, we have to do things right. This
is not easy, that is why we have to have certain things quite clear. One of
those important things is to actually know if we should code-switch in a Clil
class or not.
First of all let´s start by knowing what code
switching is: “The alternation of
two or more languages in a single utterance or a single communicative event
performed by a bilingual speaker” (García
& Joshua. 2010, 273) In other words, when we code switch in a Clil class, what
we do is to go back and forth between L1 and L2, we use the mother tongue
language in certain moments mixing it with the target language.
There
is a big controversy in this matter, some people believe that code switching
shouldn´t happen in these type of classes and others don´t see the problem.
Those that are PRO code switching believe that teachers that have to teach
either maths, science or any other subject, have significantly different teaching and
learning objectives from language teachers. Their actual goal is that the
students learn contents from the different subjects. If the students improve
their English, much better, but what they are really looking for is the
learning of the contents. On the CONTRARY, we can find those that believe that
in Clil classes our aim is also the language, if this wasn´t of big importance,
we wouldn´t teach subjects in another language. That is why they believe that
teachers should avoid as much as possible L1 and provide more opportunities for
the use of the target language.
One of the first
things a Clil teacher should have in mind, is whether to code-switch or not,
and if they do, in what measure. To make that decision you need to have more
information and reasons for your decission. I am pro and against code-swithching,
I believe both have their point.
I can say I am PRO code switching because I agree it can be a
good idea.
As Anastassia Zabrodskaja says,
“we can use L1 in a clil class: As a way into the meaning of the second
language, as a short cut in explaining tasks, a way of explaining grammar, and
to demonstrate that the classroom is a real L2 situation, not a fake
monolingual situation”. (Zabrodskaja, 2008, 102)
Sometimes, especially if we are teachers of younger children, we can gain
a lot of time if we use our mother tongue to explain a concept, or to explain a
task. We can find many situations were maybe we have explained a task in a
target language, and each student has understood something different, so maybe
only a few of them have actually done the task correctly. It is also important
that we assure ourselves that the key concepts or important contents of the
subject we are teaching are clear for them. If we are teaching science for
example, we have to make sure that they are actually learning something from
science. That is exactly the problem, there are going to be times that if we
don´t use L1, our students are not actually going to get the idea. There is no
point teaching science if they don´t achieve the objective of the subject.
A part from that, it doesn´t mean that if we code-switch, the students
are not going to acquire the language. All we do with code-switching is making
sure we are actually achieving our aims in the different subjects, and not
wasting too much time in explaining tasks or things that are important for them
to understand. To support this Idea, I found samples from two history
lessons in the German CLIL and the Hong Kong EMI
context, which says the following: “Classroom interaction was analyzed with special
focus on teacher/student talk and codeswitching. The results support the claim
that constructive processes during classroom interaction are vital elements of
language acquisition”. (Wannagat.
2007, 654)
On
the other hand, I am against code switching because I can see the
point to the other part. If we really want to succeed in a Clil class we should
really have the idea in our minds that we learn contents of the different
languages, but through the target language. If we permit ourselves and
our students to use L1, then it is very difficult to stop that situation. If we
are not strict about using just the target language, we will see ourselves and
the students using it more than we want to. “Teachers may decide on the spot
when L2 should be used and when a switching to L1 is appropriate in order to
enable comprehension and meaningful student involvement. More often, however,
teachers are unaware of the fact that they are switching; switches are made
unconsciously” (Zabrodskaja 2008, 100). We
feel more comfortable in our mother tongue, that is why, if we allow to
code-switch, there will be sometimes that even if we just want to say a concept
in L1, and quickly go back to L2, we won´t. We will end up speaking it for a longer
time that we actually want.
Also,
Students may not understand that L1 can only be used in special occasions. For
children it may be difficult to understand that it can only be used when the
teacher says so. If the students can speak L1 in special and difficulty
occasions, it will mean for them that
whenever they find themselves in a difficulty they will use their mother tongue,
instead of putting some effort with L2. They will end up using L1 for
everything, instead of trying hard to do and think things in the target
language. As they make less effort they will learn less. I think it is
important to have in mind that we need to accomplish the idea that when the
students go to a Clil class they have to switch their minds into the target
language. This will not be possible if they don´t understand that only the
target language can be used. It is absurd to tell them the importance of using
L2, if we then use our mother tongue. With this situation it is very difficult
to succeed.
As we can see, Code switching has both PROS and CONS. After knowing them, it
is the moment to think as future teachers what the best thing to choose is;
Should a
teacher code-switch in a Clil Class?
After reading and receiving information, I have come to the conclusion that
choosing either one is an error, because both have negative aspects, and we
should try to look for the best. I think that what we should do is to find the
midpoint. We should only code switch in the moments were we really
believe it is necessary. We should aware and encourage our children that we
HAVE TO use L2. This is very difficult, but we need to put big effort on it,
and work through it each day with ourselves and with our students. We need to
feel that we are real Clil teachers and make our students feel as if they were
real English boys and girls.
As an experience, I can say that I have been in an English school learning
all the subjects in English. I didn´t speak a word of English, and I can say that
I ended up learning English and learning contents, it was difficult, but I
achieved it. What is true is that It would have been wonderful if in some
occasion I could of had the opportunity to use L1 in that way, I may have gained
time and I may have learnt more. Anyway, I guess I´ll never know.
Bibliography:
- ·
Garcia, O. Joshua, A.
(2010). International Journal of the
sociology of Language. New York: Gruyter.
- ·
Wannagat, U. (2007). Learning through L2 –
Content and Language Integrated Learning (CLIL) and English as Medium of
Instruction EMI. New York: Routledge
- ·
Zabrodskaja, A. (2008). Code-switching and l2 students in the university:
bilingualism as an enriching resource1. Estonia
.jpg)
.jpg)