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Autor/inn/en | Bahous, Rima N.; Nabhani, Mona Baroud; Bacha, Nahla Nola |
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Titel | Code-Switching in Higher Education in a Multilingual Environment: A Lebanese Exploratory Study |
Quelle | In: Language Awareness, 23 (2014) 4, S.353-368 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0965-8416 |
DOI | 10.1080/09658416.2013.828735 |
Schlagwörter | Code Switching (Language); Second Language Learning; Oral Language; Multilingualism; Metalinguistics; Interviews; Foreign Countries; Surveys; Semitic Languages; Language Usage; College Faculty; Teacher Attitudes; Discourse Analysis; English (Second Language); Language of Instruction; College Students; French; Case Studies; Focus Groups; Questionnaires; Lebanon Zweitsprachenerwerb; Oral interpretation; Mündlicher Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Metalanguage; Metasprache; Interviewing; Interviewtechnik; Ausland; Survey; Umfrage; Befragung; Arabisch; Hebräisch; Sprachgebrauch; Fakultät; Lehrerverhalten; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Collegestudent; Französisch; Case study; Fallstudie; Case Study; Fragebogen; Libanon |
Abstract | Research has shown that code-switching (CS) between languages in spoken discourse is prevalent in multilingual contexts and is used for many purposes. More recently, it has become the subject of much concern in academic contexts in negatively affecting students' language use and learning. However, while the concern has been increasing, no rigorous studies have been done in L1 Arabic academic contexts. In this paper, the researchers explore university faculty and students' views on CS in higher education classes in an American-style institution in Lebanon. Data were collected through unstructured interviews, non-participant observations and questionnaires. Main findings show that faculties are unaware that they code-switch contrary to what non-participant observations showed. The surveys revealed that students code-switch to learn better and that their faculty code-switch in class. Recommendations to raise awareness of this phenomenon in bi/multilingual academic contexts are made. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |