Code-switching in higher education in a multilingual environment: a Lebanese exploratory study

• Published in: Language awareness Vol. 23; no. 4; pp. 353 - 368
• Main Authors: Bahous, Rima N., Nabhani, Mona Baroud, Bacha, Nahla Nola
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02.10.2014; Taylor & Francis Ltd
• Subjects: Arabic; Arabic language; Bilingualism; Case Studies; Classroom Communication; Code Switching; Code Switching (Language); College Faculty; College Students; conversation analysis; Discourse Analysis; English (Second Language); Focus Groups; Foreign Countries; French; Higher Education; Interviews; Language instruction; Language of Instruction; Language Usage; Language Use; Lebanon; Metalinguistics; Multilingualism; Oral Language; Questionnaires; Second Language Learning; Semitic Languages; Surveys; Teacher Attitudes; Lebanon
• ISSN: 0965-8416; 1747-7565
• DOI: 10.1080/09658416.2013.828735

Research has shown that code-switching (CS) between languages in spoken discourse is prevalent in multilingual contexts and is used for many purposes. More recently, it has become the subject of much concern in academic contexts in negatively affecting students' language use and learning. However, while the concern has been increasing, no rigorous studies have been done in L1 Arabic academic contexts. In this paper, the researchers explore university faculty and students' views on CS in higher education classes in an American-style institution in Lebanon. Data were collected through unstructured interviews, non-participant observations and questionnaires. Main findings show that faculties are unaware that they code-switch contrary to what non-participant observations showed. The surveys revealed that students code-switch to learn better and that their faculty code-switch in class. Recommendations to raise awareness of this phenomenon in bi/multilingual academic contexts are made.