Student code switching in a private high school in Turkey: A case study on students' and teachers' beliefs

This case study study aimed to investigate the reasons and the functions of student code switching and both according to teachers and students in a private high school in Turkey through the analysis of a questionnaire applied to students and interviews with both students and teachers. While the quantitative data was collected through Othman's (2015) questionnaire which was adopted from Machaal's (2012) "investigation on the functions of code switching", and Al-Nofaie's (2010) research on "the role of students' first language in class" and ordered following Appel & Muysken's (2006) model for functions of code switching according to the answers from students and analysed by ANOVA descriptive statistics, the qualitative data was obtained via semi-structured interviews, which were conducted by 4 teachers and 12 students and analysed by conversation analysis. 217 students participated in the study from 9th,10th and 11th grades from the predetermined levels according to the CEFR as A1, A2, B1 and B2. Following the questionnaire, 12 students from different proficiency levels and 4 teachers, who were currently teaching at the private high school where the study was conducted, were interviewed. All interviews were transcribed. Using a mixed method design, the study also aimed to reveal if there are any significant differences between the frequency of code switching and the learners' gender, age, proficiency level, previous EFL learning experience (studying at a middle or high school before), having been and living abroad. The quantitative results of the study showed that students code switch for several reasons such as; explaining difficult concepts, to avoid misunderstanding, not being able to find the English (L2) equivalent, expressing oneself clearly and to discuss certain topics that can be more appropriate to discuss in Turkish (L1). Analysing the results gained from the qualitative findings, which were obtained from semi structured interviews, for the reasons of student code switching were found to be limited vocabulary, expressing oneself clearly, expressing emotions, carrying out tasks easily and to crack jokes. The findings of the semi structured teacher interviews revealed that the main reasons for student code switching according to teachers are; limited vocabulary, expressing oneself clearly, decreasing anxiety, cracking jokes, to discuss personal issues, to attract attention and to carry out tasks easily. No correlation was found between the frequency of student code switching and the learners' grade, living abroad and previous EFL learning experience, while positive correlation between the learners' proficiency levels, age and experience of being abroad. Key words: code switching,CS, code switching functions, code switching reasons, L1 use.