Exploring The Phenomenon Of Code-switching In Immersive Esl Kindergarten In The Uae

الموضوعات

تربية وتعليم

الملخص

This thesis explores the phenomenon of code-switching among those learning English as second language in an immersive kindergarten setting in the United Arab Emirates (UAE). There is a lack of research on code-switching practices, specifically among kindergarten students in immersive language programs in the UAE. They argue that this gap in research is particularly concerning, given the growing number of young learners who are enrolled in such programs in the UAE. The main objective of this study is to identify when kindergarten students switch from English to Arabic their L1 during their immersive English language classes, intending to understand the purposes and motivations behind this linguistic behavior, and analyze how teachers react to these instances of code-switching with an explicit rule in the research site that prohibits the use of L1 in L2 classes. In addition, the study investigates how students employ code-switching as a tool for communication, social interaction, and identity expression. It also seeks to reflect on policies pertinent to immersive English school settings in the UAE. A qualitative phenomenological case study research method was implemented in this study. An observation checklist was developed to collect data using field notes and videos. The checklist was designed to systematically capture code-switching instances while categorizing the purposes behind and the teachers’ reactions to each instance. The checklist discusses the three purposes of the following: communication, social interaction, and identity. This study showed that code-switching occurs in many instances during several activities, such as classroom discussions, group work, peer work, role play, reading activities, writing activities, and classroom center activities. It often happened during interactive activities that required communication and interaction between students, such as group work and playtime. Furthermore, the results showed that teachers mainly corrected students’ codeswitched language instead of ignoring it, as observed 22 times, while they ignored codeswitching only five times.

روابط وملفات

التعريف والنوع

رقم الوثيقة

032ed452-6736-415b-a935-52254c78d10c

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

840794_1.pdf

بيانات النشر

ترجمة العنوان

استكشاف ظاهرة التناوب/ التبديل اللغوي لمتعلمي اللغة الإنجليزية في فصول رياض الأطفال في إحدى المدارس الخاصة التي تعتمد الإنجليزية كلغة ثانية غامرة في دولة الامارات العربية المتحدة

ألقاب المؤلفين

[{"name_ar":"Abeer Nabeel Albayari","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"Mona Aljanahi","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

English

المصدر والدورية

اسم المصدر

Exploring The Phenomenon Of Code-switching In Immersive Esl Kindergarten In The Uae

المحتوى والصفحات

عدد الصفحات

0

إشراف وإعداد

الإشراف

Mona Aljanahi

الإعداد

Abeer Nabeel Albayari

الاقتباسات الببليوغرافية