YOUNG CHINESE LEARNERS’ ATTITUDE TOWARD CODE-SWITCHING IN ENGLISH

Abstract

It is quite challenging for young students to learn English as a second language. To alleviate this, supporting teaching methods can be used within English learning classes. Teachers play a significant role in students' learning process. They have the responsibility to provide students appropriate learning experiences and support. In other words, teachers are the ‘scaffolding’ who help students expand their learning boundaries and by creating a supportive educational environment, they motivate students and facilitate learning process. In bilingual classes, codeswitching is considered a helpful teaching and learning method. Code-switching and scaffolding guide enable learners to work within their zone of proximal development, the support which allows students to effectively participate in the learning task. This paper investigates how codeswitching can be an asset to English language learning among young learners in Beijing, China. It explores learners’ attitudes toward code-switching where it is allowed and encouraged due to free code-switching use in classroom. A qualitative approach has been adopted and two methods used for gathering the data; questionnaire surveys and observations within English teaching online sessions. A total of twenty-one young Chinese students and ten educators participated in the study. It was found that younger participants expressed more positive attitudes regarding codeswitching as the language barriers decreased when students could code-switch freely within a lesson. In addition, the findings illustrate how code-switching contributes to a better understanding of actual language usage in classroom.