Code Switching in ESP class: Case studies of teacher talk in Chinese context

Many studies have shown that use of target language could greatly improve students’ learning in English as second and/or foreign language class when English is taught for general purpose (EGP). But very little is known about... [ view full abstract ]

Many studies have shown that use of target language could greatly improve students’ learning in English as second and/or foreign language class when English is taught for general purpose (EGP). But very little is known about how teachers facilitate learning when they teach English for specific purpose (ESP). This study aims to explore whether teachers use the target language exclusively or rather switch between the first and target language in ESP class, in what occasions code switching to first language may occur in teacher talk and their patterns of code switching, what the teachers’ view on the use of target language and their code switching, what the reasons are for code switching, how their students understand code switching in teacher talk. Data were collected over 10 weeks using classroom observations for four teachers and post-observation interviews for them to debrief underpinning beliefs. Findings show that teachers with different education background have different patterns in code switching. But they have similar beliefs and reasons for code switching. It is very interesting to find their students’ views on needs for code switching and its functions are different from the teachers. This study implies when and how to use code switching to improve students’ learning in ESP class may be strongly different from that in EGP class. Investigation with more participants in different teaching context is suggested for future study to explore teacher talk in ESP teaching.