Publishing Partner: Cambridge University Press CUP Extra Publisher Login

New from Cambridge University Press!

ad

Voice Quality

By John H. Esling, Scott R. Moisik, Allison Benner, Lise Crevier-Buchman

Voice Quality "The first description of voice quality production in forty years, this book provides a new framework for its study: The Laryngeal Articulator Model. Informed by instrumental examinations of the laryngeal articulatory mechanism, it revises our understanding of articulatory postures to explain the actions, vibrations and resonances generated in the epilarynx and pharynx."


New from Oxford University Press!

ad

Let's Talk

By David Crystal

Let's Talk "Explores the factors that motivate so many different kinds of talk and reveals the rules we use unconsciously, even in the most routine exchanges of everyday conversation."



E-mail this page 1

We Have a New Site!

With the help of your donations we have been making good progress on designing and launching our new website! Check it out at https://linguistlist.org/!
***We are still in our beta stages for the new site--if you have any feedback, be sure to let us know at webdevlinguistlist.org***

Dissertation Information


Title: Code-Switching in English Language Classes at Tertiary Institutions in Kano Add Dissertation
Author: Muhammed Abdullahi Update Dissertation
Email: click here to access email
Homepage: http://
Institution: Bayero University Kano, Nigeria, M. A. LINGUISTICS
Completed in: 2018
Linguistic Subfield(s): Sociolinguistics;
Subject Language(s): English
Director(s): Prof. Aisha Ahmad
Dr. Isah Chamo
Dr. Tijjani Almajir
Prof. Murtala Ahmad

Abstract: This study explores the practice of code-switching in English classes at three public tertiary institutions in Kano. The research focuses on the reasons of teachers’ code-switching, functions and linguistic features on the types of code-switching used in English classes. Teachers employ code-switching as a strategy to carry students along due to their poor language proficiency. Ethnography was adopted as methodology and Discourse Analysis approach (D.A) as its theoretical framework. Observation, audio recording and post-observation interviews were employed during the data collection. Data were analyzed based on 10 functions of code-switching by Hoffaman (1991) and Poplack (1980) classification types of code-switching model. The findings reveal that, teachers’ code-switching serve two different functions in English language classes: instructional functions and social functions. Instructional functions include; confirmation and evaluation, clarification, explanation, word equivalence in terms of translation in order to facilitate comprehension. While the social functions include; emotion and humor for establishing social rapport with students and dealing with classroom discipline. All the code-switched utterances employed by teachers were either inter-sentential, intra-sentential or tag switching at word, clause, phrase and sentential levels. Students support teachers’ code-switching in English class and its usage to bridge the linguistic gaps in the area of vocabulary acquisition, translation and explaining difficult terms, new words, idioms and proverbs.