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Code-Switching in the Classroom

A way to lower affective filters and enhance learning in an adult beginner ESL classroom.
by

Gerardo Pedraza

on 7 May 2012

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Transcript of Code-Switching in the Classroom

Do you think a child and an adult
learn the same way? A child can absorb input
faster. In the case of language
learning
they have an active
LAD (Chomsky). An adult learns in a different way.
Input is filtered using background knowledge.

In the case of language
the LAD is no longer
active. Code-switching can be a cognitive strategy used in the classroom to teach an adult a second language.

This will allow the teacher to lower affective filters and create a comfortable atmosphere, as well as to use it to build on the learner’s L1 grammar by using a compare and contrast approach or grammar-translation. Hypothesis Language Acquisition Individual not aware of
that this process is taking
place. Language Learning Conscious process where the individual
is aware of the intention to learn new
knowledge.

Affective filters might raise by many factors
and it's imperative to lower them for learning to take place. Input
Hypothesis Input must be comprehensive
in order for it to be absorbed
and processed by the learner.

Krashen's i+1 Learning Strategies Use L1 grammar. Use L1 meaning. The Experiment Two sessions
English-only
Code-Switched The code-switched approach helped the beginners
in all variables, including the
affective filters.

Surveys at the end of the class
and their reflective journals
helps determine that their
affective filters also
went down. Results Similar approaches have been used
around the world and the common
view is that code-switching is a great
tool for beginning stages, but can hold
back students when basic fluency is
reached. Limitations Limitations Ullman (2010) noticed when trying to teach her ESL students that her job was not only to teach students, but to first learn from the students about the contexts of their lives and how they will or would not use what they learn . RGV Reality Questions?
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