Code-Switching in Higher Education in a Multilingual Environment: A Lebanese Exploratory Study

Autor/inn/en	Bahous, Rima N.; Nabhani, Mona Baroud; Bacha, Nahla Nola
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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