Tài liệu Efl teachers' beliefs and practice of code switching a case study at ba ria vung tau university master of tesol

Abstract This study explores the practice, including the forms and functions, and beliefs of code-switching practiced by EFL teachers in classroom instruction in the Vietnamese University context. Some research in this field conducted around the world highlighted some noticeable theories. In the education context, many techniques, conclusions, and ideas of Vietnamese University professors' codeswitching practice have been contributed by various significant research. Furthermore, there have been few studies in the Vietnamese setting that compare the similarities and differences between instructors' views on code-switching and their actual practice of code-switching in teaching, research on the practice of code-switching should be done at every school and university with various external components. For the context, this study was conducted at Ba Ria – Vung Tau University (BVU) with the participation of 9 EFL teachers and 59 students in teacher participants’ classes. Data collecting stages were conducted using four major sources of data: classroom observations, questionnaires for both teachers and students, and interviews with the observed teachers. The Findings show that teachers practiced codeswitching very often in their teaching process for 19 different functions. Among the functions found in the study, several appeared more or less than other previous ones. Codeswitching was also presented under 4 forms in this study. Three forms found in the previous studies, including inter-sentential, intra-sentential, and tag/fill/extra-sentential, appeared in this study and one new form of codeswitching named ‘Single Switching’ by the researcher also found in this study. Also shown in the findings for the similarity and differences between teachers’ beliefs and practice of codeswitching, teachers’ belief have influenced significantly their practice of codeswitching. Teachers with positive support toward employing codeswitching had most times practice codeswitching in their teaching process and vice versa. However, several teachers with unsupportive attitudes toward codeswitching, in some teaching stages or skills, employed more codeswitching than they thought with pedagogy purpose or unintentional. Keywords: codeswitching, forms, functions, teacher, attitude, belief, nonEnglish major students, BVU EFL teacher, Error! No text of specified style in document. i Table of Contents Abstract ..................................................................................................................................... i Table of Contents ..................................................................................................................... ii List of Figures ......................................................................................................................... iv List of Tables ............................................................................................................................v List of Abbreviations .............................................................................................................. vi Statement of Original Authorship .......................................................................................... vii Acknowledgments................................................................................................................. viii Chapter 1: Introduction ...................................................................................... 1 1.1 Background .....................................................................................................................1 1.2 Context............................................................................................................................2 1.3 Purposes ..........................................................................................................................4 1.4 Significance, scope, and definitions ...............................................................................5 1.5 Thesis outline ..................................................................................................................6 Chapter 2: Literature Review ............................................................................. 7 2.1 Definitions of key terms .................................................................................................7 2.1.1 Bilingualism and code-switching. ........................................................................7 2.1.2 Definition of Codeswitching: ...............................................................................8 2.2 The practice of codeswitching in language teaching: ...................................................10 2.2.1 Functions of codeswitching: ...............................................................................10 2.2.2 Types of codeswitching:.....................................................................................12 2.3 Teacher’s perceptions and beliefs of code-switching in the language teaching context. 13 2.4 Status of code-switching research in Vietnam:.............................................................15 2.5 Synthesis .......................................................................................................................17 Chapter 3: Methodology .................................................................................... 21 3.1 Research context ...........................................................................................................21 3.2 Research method ...........................................................................................................21 3.3 Research participant......................................................................................................23 3.4 Instruments ...................................................................................................................24 3.4.1 Classroom Observations:....................................................................................24 3.4.2 Questionnaires: ...................................................................................................26 3.4.3 Interviews: ..........................................................................................................29 3.4.4 Summary of Research Tools: .............................................................................30 3.5 Procedure and timeline .................................................................................................32 3.5.1 Pilot Study: .........................................................................................................32 3.5.2 Data Collecting Procedure:.................................................................................33 3.6 Analysis ........................................................................................................................35 3.6.1 Data from Observation: ......................................................................................36 ii Error! No text of specified style in document. 3.6.2 Data from Questionnaire: ...................................................................................36 3.6.3 Data from Interview ...........................................................................................37 3.6.4 Summary of data analysis...................................................................................37 3.7 Ethics and limitations ...................................................................................................38 3.7.1 Ethics ..................................................................................................................38 3.7.2 Limitations..........................................................................................................38 Chapter 4: Data Analysis Results and Discussions ......................................... 39 4.1 Analysis of data ............................................................................................................39 4.1.1 What teachers understanding of codeswitching and their opinion toward using codeswitching in EFL classrooms ............................................................39 4.1.2 When and how teachers use codeswitching .......................................................40 4.1.2.1 functions of codeswitching used by BVU EFL teachers .............................40 4.1.2.2 Forms of code-switching used by BVU EFL teachers.....................................44 4.1.3 How teachers’ attitude and belief in using codeswitching .................................47 4.1.3.1 Teachers’ belief in the functions of codeswitching ......................................47 4.1.3.2 Teachers’ attitude toward using codeswitching ..........................................50 4.2 discussion of result .......................................................................................................57 4.2.1 BVU EFL teachers’ practice of codeswitching in terms of functions and forms...................................................................................................................57 4.2.2 BVU EFL Teachers’ attitude and belief in using codeswitching .......................58 4.2.3 The similarities and differences between the teachers’ opinions about and their actual practice of code-switching ...............................................................60 4.2.3.1 Similarities between teachers’ opinions and their practice of codeswitching. ...........................................................................................................60 4.2.3.2 Differences between teachers’ opinions and their practice of codeswitching. ...........................................................................................................63 Chapter 5: Conclusions ..................................................................................... 67 5.1 Summary of results and findings ..................................................................................67 5.1.1 Major finding for BVU EFL teachers’ practice of codeswitching in terms of functions and forms. .......................................................................................67 5.1.2 Major finding for BVU EFL teachers’ belief and attitude toward using codeswitching .....................................................................................................68 5.1.3 Major finding for the similarities and differences between the BVU EFL teachers’ opinions about and their actual practice of code-switching ................68 5.2 Implications for EFL teachers ......................................................................................71 5.3 Limitations and further directions ................................................................................74 Appendices ................................................................................................................ 77 References ................................................................................................................. 78 Error! No text of specified style in document. iii List of Figures [The List of Figures can be created automatically and updated with the F9 key – refer to Thesis PAM.] Figure 2.1 Conceptual Framework of the current study. ........................................ 17 Figure 3.1 Research and data collecting procedure ................................................ 35 Figure 3.2 Research procedure ................................................................................ 37 Figure 4.1 The total times teachers switched code .................................................. 41 Figure 4.2 The number of codeswitching by function by each teacher. ................. 42 Figure 4.3 Forms of codeswitching .......................................................................... 45 iv Error! No text of specified style in document. List of Tables [The List of Tables can be created automatically and updated with the F9 key – refer to Thesis PAM.] Table 2.1 Summary of Hypothetical Codeswitching Identification ........................ 18 Table 3.1 Summary for the time and length of observations .................................. 26 Table 3.2 Summary of the questionnaire ................................................................. 28 Table 3.3 Summary of the research tools ................................................................ 31 Table 3.4 Summary of the revisions for research tools ........................................... 32 Table 4.1 The total times teachers switched code .................................................... 41 Table 4.2 The number of codeswitching by function by each teacher. .................. 42 Table 4.3. Forms of codeswitching .......................................................................... 45 Table 4.4. Students’ answers for functions of codeswitching ................................. 48 Table 4.5. Teachers’ answers for functions of codeswitching ................................ 49 Table 4.6 Teachers’ and students’ attitudes to code-switching in teachers’ persona ........................................................................................................ 51 Table 4.7. Teachers’ and students’ attitudes to code-switching to subject access ........................................................................................................... 53 Table 4.8. Teachers’ and students’ attitudes to code-switching to classroom management ................................................................................................ 54 Table 4.9 Teachers’ and students’ attitudes to code-switching to interpersonal relations ................................................................................ 55 Table 4.10 Number of codeswitching times at different skills ................................ 61 Table 4.11. The percentage and frequency of teachers’ codeswitching by function........................................................................................................ 62 Table 5.1: Summary of major findings from the current research ......................... 69 Table 5.2 Summary of implications based on the major findings .......................... 73 Error! No text of specified style in document. v List of Abbreviations If appropriate, list any abbreviations used in the thesis. BVU Ba Ria Vung Tau University CS Code-switching CM Code-mixing EFL English as Foreign Language L1 Language 1 L2 Language 2 TL Target Language SL Second Language T Teacher S Student Q Question vi Error! No text of specified style in document. Statement of Original Authorship The work contained in this thesis has not been previously submitted to meet requirements for an award at this or any other higher education institution. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made. Signature: _________________________ Date: _________________________ Error! No text of specified style in document. vii Acknowledgments I owe a great debt of gratitude to the dearest individuals who were willing to support me and provide their priceless assistance during the research process for me to complete this M.A thesis. First and foremost, I would like to express my deepest gratitude to my supervisor, Dr. Le Hoang Dung, for his encouragement, guidance, and support during my study. I am very grateful for being his student in this MA program and I highly appreciate his enthusiasm and patient in instructing me and giving suggestions throughout the long process of conducting the research and writing this thesis. In addition, I would like to thank all my professors for their helpful instructions, as well as all my classmates in MTESOL 2017 for their friendship and invaluable suggestions during the Master's course at Ba Ria – Vung Tau University. I would like to send my sincere thanks to the teacher and student participants and all of my colleagues at Ba Ria – Vung Tau University. I could not have finished my data collecting stages as well as the research without their precious support. Finally, I would be remiss If I did not send my most sincere thanks to all my family members who always encouraged and supported me a lot during my research. viii Error! No text of specified style in document. Chapter 1: Introduction This chapter outlines the background of the research, its purposes describe the significance and scope of this research, and provide definitions of terms used. Including an outline of the remaining chapters of the thesis. 1.1 Background Code-switching (CS) is a phenomenon that exists in the community of people who are bilingual or multilingual, or who command over more than one variety of languages. People equally aware that in some contexts, one language serves their needs better than the other and switch their language use (Meyerhoff, 2006). According to Myers (2008), Code-switching is referred to as a linguistic term when the user of a second language adds their first language in their speech. In a globalized society, codeswitching becomes popular and affects many aspects of life. Researchers around the world often study codeswitching from linguistic and social perspectives, which lead to different definitions. From a social setting, many researchers study the types and functions of the phenomenon of codeswitching (Poplack, 1980; Gumperz, 1982; Myers-Scotton, 1993) and in an education setting, many other researchers study types and functions of code-switching based on the previous background (e.g., Macaro, 2001; Liu, 2004; Kim & Elder, 2008; Kang, 2013). There are more and more educational researchers place their focus on studying codeswitching in language classroom context around the world for different types of codeswitching, reasons for using codeswitching, the attitude of using codeswitching from teachers and learners, and the effects on the users. Within the background, Vietnamese education of language is also a part of a broader picture in studying codeswitching in the classroom context. The use of mother language (L1) in L2 learning (ESL, EFL) has been always a contentious issue causing considerable controversy between SLA researchers and education policymakers. Employing codeswitching often appears in a classroom where teachers share the same L1 as students to ensure the smooth delivery of class instruction, especially with low proficiency students (Selamat, 2014). On one hand, the practice of using L1 in the learning and teaching process is considered as the deficit and incompetence of linguistic, supported by the Reform Movement and the Direct Method (Milroy & Muysken, 1995; Boztepe, 2005; Probyn, 2009). According to the Chapter 1: Introduction 1 researches, The act of overused Code-switching may affect the development of competence in L2 and the acquisition of the target language since the learner should be exposed to as much L2 input as possible. Sert (2005) also asserted that the overpractice of code-switching from a teacher may cause the overreliance on L1 and autonomous code-switching behaviors from the students (as cited in Selamat, 2014). Meanwhile, on the other hand, the role of L1 in the learning process is considered as significant importance, especially for low-level students. Numerous researchers argued that L1 should be employed to facilitate the L2 learning process (Addendorff, 1993; Cook, 2001; Willans, 2011 as cited in Nguyen Thi Hang, 2013). The controversy about the practice of code-switching with mixed opinions, therefore, has yet to conclude and a final published policy for teachers and learners. 1.2 Context In Vietnam, the education system has been through a long time under the feudal influence which has a high opinion of a teacher in teaching and learning relationship. Teachers were moral leaders and students should follow some rules in the class and only speak when were asked by their teachers. The opinion still affects on teaching and learning process in nowadays education which is students tend to be affected by teachers’ choice of code used in classrooms (Nguyen Thi Hang, 2013). In 1986, Vietnam started to renovate, and English became the main language to be educated in the education system and be examined in level-changing examinations. Then in 1995, Vietnam officially became a member of The Association of Southeast Asian Nations (ASEAN) and also ASEAN Free Trade Area (AFTA). The opportunities require English, as an international language, to become popular in Vietnam to communicate and collaborate with people from other countries. English then has become the number one choice of a foreign language to be learned in Vietnam. However, the effect of the language teaching and learning process was not as expected. Students have considered English as a subject to pass the exam, not a language to use. For the above reasons, in 2008, the Government of Vietnam perform a national project entitled “Teaching and learning foreign languages in the national educational system from 2008 to 2020” which contains a general objective that students graduating from Universities should be able to communicate and work in an international environment. Teaching and learning a foreign language have become a movement 2 Chapter 1: Introduction throughout the country. However, there is still not any official policy mentioned to the languages which should be used in the classroom for teachers (Nguyen Thi Hang, 2013). Narrowing the context to the research site, General English in BVU is a compulsory credit to all majors, except English language majors. Students will take a full course with 6 credits from Beginner level to B1 level of English with 45 periods of class time per semester. The number of students in each class is between 25 to 30 students. There is a placement test to classify students’ levels before they officially take English classes in the second semester. However, the effect of the placement test seems not to be high, lead to the fact that there are different major students with different levels of English in the same general English class, and teachers have to use codeswitching to ensure the effect of teaching and learning process. As a result, employing code-switching in BVU is unavoidable. Typically, classes of general English at BVU are assigned to Vietnamese teachers. At the beginning of the new academic year, there is a meeting where teachers decide the curriculum and marking method for the whole semester. Using L1 (Vietnamese) in L2 (English) class is one of the main topics that appeared in the meeting, almost all teachers agree to limit using L1 in their classroom, but no clear method is approved, and teachers also agree that the action of using code-switching is unavoidable. The belief and attitudes of the teachers may affect their choice of language usage and their behaviors in the classroom. A brief interview with some EFL teachers in BVU after the professional meeting and regular classroom observation showed that the awareness of the teachers about codeswitching and the method of using codeswitching in the class were not the same and clear. Some teachers even showed their negative attitudes toward codeswitching even though they were using codeswitching in their class. Their practice of code-switching also happened unconsciously and unnecessarily in some cases. The topic of teachers’ practice of code-switching appears in almost every professional meeting later on without any suggested solutions. While there are pros and cons in using codeswitching and the strategy only supports language development if being used in the appropriate way (Emelie, 2014), there are not any official talks or policies about using code-switching in the class, using codeswitching then depends on each teacher. In Vietnam, a few studies on codeswitching in English classrooms are conducted but mainly focusing on the students’ Chapter 1: Introduction 3 attitudes toward their teachers’ code-switching (Hoang, Jang, & Yang, 2010; Pham Hoang Hiep, 2005). Even some valuable studies are contributing many methods, findings, and suggestions of Vietnamese University teachers’ code-switching practice (Nguyen Quang Tien, 2012; Nguyen Thi Hang, 2013), for such a broad field, several studies however cannot represent the whole educational system. Additionally, up to date, very few studies in the Vietnamese context compare the similarities and differences between teachers’ attitudes toward code-switching and their actual practice of code-switching in teaching activity. For the above reasons, the studies about the practice of code-switching should be conducted in every school and university with different external elements, combined with the confliction in the teachers’ opinions and actions. The study thus aims to research the issue with the purposes mentioned in section 1.3 below. 1.3 Purposes The issue of practicing code-switching in the educational context has been attached to numerous attention from teachers and researchers around the world. In Vietnam, however, there have been very few studies that can be named relating to this topic. Besides, after an unofficial verbal interview with the researcher’s colleagues, a quick conclusion has been drawn that almost (8/10) interviewed teachers may be deprived of a basic understanding of code-switching. With the desire to investigate the method that non-major English teachers from BR-VT University use codeswitching and their attitudes toward using codeswitching in their teaching progress, the study, therefore, aims to (1) investigate the functions and forms of code-switching that teachers employ in their classroom since this is an opportunity for the teachers to selfreflection on their teaching practice; (2) investigate how teacher’s belief and attitudes toward employing code-switching; (3) research for the similarities, and differences between teacher’s opinion and their actual practice of code-switching. From the above purpose, the research will focus on 2 research questions: 1. What functions and forms of code-switching do the EFL teachers use codeswitching in the teaching process? 2. What are the teachers’ attitudes towards employing codeswitching in the teaching process and the similarities and differences between the teachers’ opinions and their actual practice of code-switching? 4 Chapter 1: Introduction 1.4 Significance, scope, and definitions From the researcher’s experience and observation of the EFL classroom, code- switching is a common phenomenon, employed by EFL teachers in both communication and classroom instruction since there is no policy or instruction about language using in Vietnamese EFL classrooms. These are very few valuable studies in the Vietnam context for the issue of teacher’s code-switching practice and contribute many methods, findings, and suggestions of Vietnamese University teachers’ codeswitching practice (will be in detail in chapter 2). However, for such a broad field, several studies cannot represent the whole educational system, the study of the practice of codeswitching is then believed should be conducted in every school and university with different exterior elements. Based on what has been discussed so far, this thesis is hoped to bring some benefits to educators, university management people, and policymakers in considering an effective method for choosing codes in a language institution. First of all, the thesis was conducted to raise deeper awareness of language choice to the researcher’s colleagues, not only in the chosen university but also in other educational institutions, hopefully, come to a realization of the effective ways to apply codeswitching in the teaching process by trying to answer three research questions for the forms, circumstances and the actual practice of teachers in using code-switching. Moreover, from such issues, the study is hoped to be an opportunity for the participant teachers to show their perception and beliefs through their experience of using codeswitching in their classroom. The findings in this study, therefore, will contribute to the improvement of EFL teaching and learning activities at BR-VT University. Finally, the study hopefully complements the previous studies about employ L1 in L2 classrooms with a specific context. Considering the feasibility, the scope of the study should not be too broad or too narrow. This thesis is a case study conducted at Ba Ria – Vung Tau University (hereafter BVU) with the participation of nine teachers teaching non-major English students at the elementary level. The study is focused on teachers’ practice of codeswitching for the situations, the forms, and the contrast between the opinion and practice of code-switching. The study does not cover the practice of code-switching by students or the effect of teachers’ using code-switching in the class due to Chapter 1: Introduction 5 limitations of time and resources. The study addresses the specific detail of participants later in chapter 3. 1.5 Thesis outline The thesis is presented in 6 chapters. The first chapter provides an introduction and briefly presents issues in the thesis. Next in chapter 2, the thesis shows findings from reviewing literature related to CS. The review describes the definition and function of codeswitching in general language using as well as in language teaching and learning process, also the status of research about codeswitching in Vietnam. After that, in chapter 3, the thesis presents the methodology used in the research, briefly describe data collection methods, data analysis, and also other factors of methodology such as participants, limitation and ethic, procedure, and timeline to progress the research. Following chapters 4 and 5, the thesis presents the result of the research, analysis of the findings, and also the discussion, interpretation, and evaluation of the results. Finally, Chapter 6 is the final and concluding chapter of the thesis. It contains the main points shown in previous chapters, the implications of the findings, the limitation of the research and some suggestions for further research. 6 Chapter 1: Introduction Chapter 2: Literature Review As mentioned in chapter 1, section 1.3 about the aims of the study to (1) investigate the method teachers employ code-switching in their classroom instruction and (2) investigate how teacher’s beliefs and attitudes toward employing codeswitching affect their classroom behavior and language choices, this chapter provides some findings from the literature review on the topic of codeswitching relating to the research purposes. The chapter is divided into four sections. The first section presents definitions of key terms including sociolinguistic and bilingualism, codeswitching, code-mixing, and borrowing. The second section provides findings of functions and types of codeswitching in language teaching. The third section is devoted to reviewing the status of code-switching research in language teaching in Vietnam. The last section will present the conceptual framework and a summary of the reviewed points. 2.1 Definitions of key terms 2.1.1 Bilingualism and code-switching. Wikipedia defines sociolinguistic as the studies on all and any aspects of society on language choice. The aspects may include the culture, expectations, and context of society. In the book An Introduction to Sociolinguistics – second edition, Holmes (2001) said that sociolinguistics studies explained the reason why people speak differently in different social contexts and concerned about the social functions of language to convey a social meaning which is relevant to the existence of a mix-used of two or more different languages known as code-switching. In this study, researchers approach code-switching through sociolinguistics to recognize and identify the factors that affect code-switching and also determine the functions of code-switching in discourse. Under the sociolinguistic theory, the concept of bilingualism seems to be a common phenomenon and has been defined by numerous researchers. In research in 2013, Nguyen Thi Hang presented about three groups of definitions for bilingualism. The first group of definition can be named as fully fluent since this group focus on the bilingual people who are master in both languages used, or in another word, they have native-like control of two languages (Mackey, 1970, 2000; Romaine, 1995 as cited in Chapter 2: Literature Review 7 Nguyen Thi Hang, 2013). The second group of definition, however, defines bilingualism as a group of people with proficiency in one language and the ability to produce meaningful utterances in other languages (Haugen, 1953; Hamers and Blanc, 2000; Myers-Scotton, 2006). The third group of opinion produces an in-between definition of bilingualism mention only the ability to use two languages, not refer to the proficiency level of either language. From what has been discussed so far, it can be concluded that it is difficult to find the best definition of bilingualism in the sociolinguistic concept. In this thesis, the researcher prefers using the definition of the third group as the theory base since the definition without mentioning the proficiency level of users may broaden the research area. This study hence refers to Vietnamese teachers teaching the English language as bilinguals. 2.1.2 Definition of Codeswitching: In the bilingualism concept, codeswitching happens when people have two linguistic repertoires. One language is often people’s mother tongue, the other languages may the languages that they are learning (high or low level) or the language that occurs frequently in their social life. For example, many Vietnamese people use English words in their daily life without being in the learning English process. Many English words are used in Vietnam without relevant Vietnamese meaning, such as Facebook, pizza, piano… from this point of view, codeswitching can be defined differently in numerous concepts as present below: Poplack (1980) defined codeswitching as the mix-used of two languages in a single discourse, sentence part. This definition is cited the most in this field. In 1995, Poplack and Meechan also stated that “codeswitching may be defined as that juxtaposition of sentences or sentence fragments, each of which is internally consistent with the morphological and syntactic rules of its lexifier language”. This version of the definition seems to be an update of the 1980 version. This definition is also similar to the definitions of Grosjean (1982, p.145) and Milroy & Muysken (1995). Spolsky (1998 in Pratiwi, 2009: 1) defined codeswitching as replacing language in one to another in the middle of utterance. This definition of Spolsky seems to be simpler and also in line with Cook (2008) as codeswitching is the process of changing between two languages in mid-speech when both speakers share the same languages. More recently, codeswitching is defined by Jamshidi & Navehebraim (2013) as “the alternation of 8 Chapter 2: Literature Review two languages within a single discourse, sentence or constituent”. codeswitching is used by bilingual speakers more frequently but not always intentionally than monolingual speakers (Kutas, Moreno & Wicha, 2008). Cancino & Díaz (2020) have cited a more holistic definition by Poplack (2010) that code-switching in the following terms: “[code-switching] refers to the mixing, by bilinguals (or multilingual), of two or more languages in the discourse, often with no change of interlocutor or topic. Such mixing may take place at any level of linguistic structure” (p. 15). The definition is in line with Schendl and Wright’s (2011, p.23) definition of code-switching as the use of elements from both languages in a single discourse, and the insertion of single words or alternation of larger segments. In short, the above review has highlighted some popular definitions of codeswitching. Nevertheless, besides codeswitching, the terms code-mixing (here as CM) and borrowing are also mentioned as an alternation of the language used. CM is known as a form of inter-sentential codeswitching which means two languages with lexical items and grammatical features appear in one sentence. Or as defined by Kachru (1978, p.28), CM is “the use of one or more languages for consistent transfer of linguistic units from one language into another” and for him, CM too can occur at intra-sentential CS. Borrowing is another term of codeswitching for adapting words from one language to use in another by interlocutors (Makulloluwa, 2013). From the above discussion, code-switching is used to cover both the inter-sentential level and intra-sentential level, hence, in this study, codeswitching is also considered as an umbrella term for other different forms of bilingual features such as Code Mixing (CM) and Borrowing (Milroy and Muysken, 1995, Milroy and Gordon, 2003, Cangarjah, 1995, Eastman, 1995). From the above review, the definitions of code-switching are numerous depends on the scholars’ point of view. However, regarding the teaching and learning context of this research, the research author prefers to adopt the definition of code-switching relating to EFL classroom from Lin (2013, P.195 as cited in Cancino & Díaz, 2020) stated that “the alternating use of more than one linguistic code by any of the classroom participants [. . . ]and this can include both code-mixing (intra-clausal/sentential alternation) and code-switching (alternation at the inter-clausal/sentential level)” since this definition is adopted by several researchers in the same context and this study, Chapter 2: Literature Review 9 both the teachers and students are using Vietnamese as their mother tongue and English as their foreign language. 2.2 The practice of codeswitching in language teaching: Multi factors are influencing the practice of codeswitching in language teachings such as the teachers’ purpose of codeswitching, students’ level of learning ability, or teachers’ proficiency of the language. Since there is no obvious difference between the roles of instructors and the reasons for their change; researchers tend to mix the duties of teachers and the reasons for their switching or perceive these two elements as overlapping. In this study, the practice of codeswitching in language teaching would be studied in terms of functions and forms of codeswitching. 2.2.1 Functions of codeswitching: Mention the functions of codeswitching there is much research about this subject in many contexts of language, or we can say, almost all of the research on codeswitching share the same purpose of studying about functions of CS. Some’s can be mentioned below. Basically, there are a number of reasons for people to code-switch and factors that affect their language choice in their conversation. According to Verschueren (1999, as cited in Makulloluwa, 2013), people can make negotiable linguistic choices to fulfill their communication needs. Starting with a group of people in a community with linguistic diversity can be able to mix and develop the language, the fact then explains for the development of diverse types of English from many different countries such as Manglish (English of Malaysian) or Singlish (English of Singaporean). According to Myers-Scotton (1993), code-switching may be various in different languages, dialects, or even styles of the same language. They can choose their code using based on communication topics, solidarity, listeners, social, and cultural distance (Wardhaugh, 2006). Gumperz (1982) also named some functions of codeswitching such as quotation, interjection, repetition, personification, or objectification. People can codeswitch their pronunciation, word using, or dialect to fit the situation or for personal safety. In some situations, people even do not aware that they are using codeswitching mean codeswitching appears unconsciously (Bista, 2010 as cited in Nguyen Khoa Nam, 2018). For the monolingual speaker, codeswitching is representative of poor education and low social status that they try to avoid, however, 10 Chapter 2: Literature Review