The analysis of the teachers’ observations uncovered similarities and discrepancies among teachers regarding the functions of CS instances. According to Ferguson (2009), the functions of teachers’ CS can be grouped into three broad categories, namely: (1) CS for curriculum access, (2) CS for classroom management and (3) CS for interpersonal relations. Ferguson agrees that CS can be a successful strategy for building and communicating knowledge while delivering the content of the lesson, specifically the linguistic knowledge about the target language. As for classroom management, CS aims at managing students’ behavior in the classroom. Moreover, CS for interpersonal relations is related to the social aspects of the learning environment.
The results displayed in table (4.6) state that 66.6% of the teachers in the four schools agree that CS should be used mainly for curriculum access and 58% of the teachers think that switching codes is useful for classroom management purposes. Teachers’ CS for interpersonal relations is the least when compared to the other two functions. It presents only 16% of CS instances. …show more content…
This is an example of the high intimacy level concerning teachers-students relationship. Only 18 instances for this function are observed in the 12 classes visited. These instances take place mostly during pair and group work where the teachers act as organizers and providers of input for pedagogic purposes. Teachers-students relationship displays the features of authentic social conversation that students can adopt inside and outside the classroom.
However, it is important to note that not all of the CS functions discussed by teachers during the interviews were identified in the teachers’ actual classroom practice. This fact may be due to the relatively short time spent by the researcher in the teachers’
The results displayed in table (4.6) state that 66.6% of the teachers in the four schools agree that CS should be used mainly for curriculum access and 58% of the teachers think that switching codes is useful for classroom management purposes. Teachers’ CS for interpersonal relations is the least when compared to the other two functions. It presents only 16% of CS instances. …show more content…
This is an example of the high intimacy level concerning teachers-students relationship. Only 18 instances for this function are observed in the 12 classes visited. These instances take place mostly during pair and group work where the teachers act as organizers and providers of input for pedagogic purposes. Teachers-students relationship displays the features of authentic social conversation that students can adopt inside and outside the classroom.
However, it is important to note that not all of the CS functions discussed by teachers during the interviews were identified in the teachers’ actual classroom practice. This fact may be due to the relatively short time spent by the researcher in the teachers’