Functions of Code-Switching and Code- Choice in the Gaelic Language Classroom

Within any language learning environment, it is frequently questioned whether a learner’s L1 should be used. For teachers, code choice in classroom communication is a central concern. In language teaching, there is a negative view that code switching by individuals who are learning two languages is due to lack of proficiency. However, it is hoped that the findings from the present study challenge this viewpoint and instead support the idea that code switching is used to maintain communicative competency. The research questions to be explored include: (1) what function English has in a Gaelic language classroom and (2) to what extent language input affects students’ language output in the language learning environment. In many language classrooms, the use of L1 is prohibited. As stated by Cummins (1998:34), ‘throughout the history of formal education the use of an L2 as a medium of instruction has been the rule rather than the exception’. In the classroom from which data for this study was collected, this rule is enforced. By utilising ideas presented in the task- based learning (TBL) framework (Ellis, 2003), data was collected from primary school children completing a communicative pre-task and task. By analysing the recordings of interactions between teachers and students, it is expected that patterns may emerge which will help further explain the functions of code-switching and reflect similar findings from other research (Reyes, 2004; Chung, 2006; Mokgwathi & Webb, 2013). Moreover, by answering the research questions presented above, the findings from this study will optimistically have positive implications for language learning classrooms. Chung, H. H. (2006). Code-Switching as a communicative Strategy: A case study of Korean- English Bilinguals. Bilingual Research Journal. Vol. 30 (2) pp. 293-307. Cummins, J. (1998). Immersion education for the millennium: What have we learned from 30 years of research on second language immersion? In: Childs, M. R., and Bostwick, R. M. (Eds.) Learning through two languages: Research and practice. Second Katoh Gakuen International Symposium on Immersion and Bilingual Education. (pp. 34-47). Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press. Mokgwathi, T., and Webb, V. (2013). The Educational Effects of Code-Switching in the Classroom – benefits and setbacks: A case of selected senior secondary schools in Botswana. Language Matters. Vol. 44 (3) pp. 108-125. Reyes, I. (2004). Functions of Code Switching in Schoolchildren’s Conversations. Bilingual Research Journal. Vol 28 (1). Pp. 77-98.