Functions of Teacher and Student Code-Switching in an EFL Classroom and Pedagogical Focus: Observations and Implications
pp. 7-18 | Published Online: November 2012 | DOI: 10.12973/edupij.2012.112.1
Code-switching (CS), the alternation between two or more languages within a stretch of language, is accepted as a valuable strategy of bilinguals in making linguistic choices for communicative purposes. Following different perspectives, CS can be understood either as an attempt to communicate meanings at the macro level (such as identity, solidarity etc.), or to convey intended meaning to the listener within the boundaries of conversational interaction at the micro level. Accepted as a strategy of speakers in bilingual communities, CS in foreign language learning settings is still a contentious matter. However, its potential has been emphasized in recent studies. This small-scale study examines teacher and student CS occurrences in an EFL lesson at a Turkish state university. CS occurrences were transcribed and sample extracts were analyzed through conversational analysis. The results show that teachers and learners apply CS to generate access to language or as a tool in classroom management. This study also reveals that CS can be a learner strategy to avoid L2 when lesson content is of little relevance to learners. In such cases CS cannot fulfil its potential as a means in discourse strategy, and language learning is unlikely to be facilitated.
Keywords: code-switching, classroom discourse, pedagogical focus, conversation analysis, EFL.
Teacher Self-Efficacy Beliefs of Candidate Teachers in Education Faculty and Pedagogical Formation Program
pp. 19-28 | Published Online: November 2012 | DOI: 10.12973/edupij.2012.112.2
The purpose of this study is to determine the self-efficacy beliefs of education faculty and pedagogical formation program (literally teaching certificate program) students about the profession of teaching and compare them in relation to some variables. The data of the study were collected through the administration of Teachers’ Self Efficacy Scale to 454 pre-service teachers attending the education faculty and the pedagogical formation program. The findings of the study revealed that the level of self-efficacy beliefs of the Education Faculty and Pedagogical Formation Program students about the profession of teaching are high and there is no significant difference between the levels of the self-efficacy beliefs of the two groups. Moreover, no significant difference was found between the students’ self-efficacy beliefs and gender variable.
Keywords: teacher education, pedagogical formation program, teacher self-efficacy, pre-service teachers.
“A Journey to Bilingualism” A Case Study of German-Turkish Bilingual Family
pp. 29-38 | Published Online: November 2012 | DOI: 10.12973/edupij.2012.112.3
The current study aims to investigate how a bilingual family perceives their bilingualism process and what they have done based on their attitudes and beliefs to support their children’s bilingual development. To that end, a family consisting of a German father, Turkish mother, 13-year old daughter, 9-year old son was asked to respond to interview questions. The results of the study showed that family used one person-one language strategy (Romaine, 1999) for raising bilingual kids. The father took the responsibility of raising the children bilingually and read books in the target language as an extra activity apart from always communicating in German with them. All of the participants seem to be aware of their weaknesses and strengths in their language competence.
Keywords: bilingualism, German-Turkish bilinguals
Gifted Students’ Views About Teachers’ Desired Characteristics
pp. 39-49 | Published Online: November 2012 | DOI: 10.12973/edupij.2012.112.4
Tugba Hosgorur, Ali Gecer
The aim of this study was to determine gifted students’ teacher preferences. It was designed using the survey model, with both quantitative and qualitative approaches. Participants of the study were 296 gifted students attending Science and Art Centres in the Turkish cities. Data was gathered using the Preferred Instructor Characteristics Scale and adapted into Turkish by the researchers of this study. The quantitative data was analysed through descriptive statistics, t-test and Kruskal Wallis H tests, whilst the qualitative data was analysed through descriptive analysis technique. According to the findings of the study, gifted students consider personal-social characteristics to be more important than cognitive-intellectual characteristics. Preferences of characteristics that students want their teachers to possess do not differ in terms of gender, but they do differ in terms of age and grade. Students stated that they prefer teachers who are interested in them, make the class pleasant and understand them. On the contrary; students expressed that angry, uninterested and boring teachers were the characteristics of an ineffective teacher.
Keywords: gifted students, teacher characteristics, science and art centres
Call for Papers
EDUPIJ is calling for submissions to the Volume 8, Issue 3, 2019. Submission Deadline: May 31, 2019.