“I’m a Learner, I’m Dominantly a Learner”: A Case Study of Code-Switching of an EFL University Teacher Outside Classrooms

Xiaofang Qian; Wei Liu

doi:doi:10.11648/j.ijll.20150306.31

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“I’m a Learner, I’m Dominantly a Learner”: A Case Study of Code-Switching of an EFL University Teacher Outside Classrooms

Xiaofang Qian, Wei Liu

Published in International Journal of Language and Linguistics (Volume 3, Issue 6)

Received: 10 December 2015 Accepted: 21 December 2015 Published: 8 January 2016

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Abstract

Reported here is part of a bigger study to investigate the code-switching behavior among the foreign language teaching professionals. This study is informed by the Markedness Model and identity-in- Interaction approach with its focus on the social and discourse motivations of code-switching. An ethnographic design is used to collect instances of code-switching of a university EFL teacher outside his classrooms. The findings suggest the code-switching behavior is an important site of their professional identity construction. Large chunks of switching to English in daily communications with peers are used as a strategy for sustained professional development. The positive attitude to code switching shows the high status of the English language and the profession of EFL in China. In the global context, the frequent code-switching to English in an academic setting in Beijing can be seen as an indication of the hegemonic position of the English language in the world academic discourse.

Published in	International Journal of Language and Linguistics (Volume 3, Issue 6)
DOI	10.11648/j.ijll.20150306.31
Page(s)	466-473
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Code-Switching, EFL, Language Identity, Language Teacher Education, Acculturation

References

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APA Style

Xiaofang Qian, Wei Liu. (2016). “I’m a Learner, I’m Dominantly a Learner”: A Case Study of Code-Switching of an EFL University Teacher Outside Classrooms. International Journal of Language and Linguistics, 3(6), 466-473. https://doi.org/10.11648/j.ijll.20150306.31

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ACS Style

Xiaofang Qian; Wei Liu. “I’m a Learner, I’m Dominantly a Learner”: A Case Study of Code-Switching of an EFL University Teacher Outside Classrooms. Int. J. Lang. Linguist. 2016, 3(6), 466-473. doi: 10.11648/j.ijll.20150306.31

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AMA Style

Xiaofang Qian, Wei Liu. “I’m a Learner, I’m Dominantly a Learner”: A Case Study of Code-Switching of an EFL University Teacher Outside Classrooms. Int J Lang Linguist. 2016;3(6):466-473. doi: 10.11648/j.ijll.20150306.31

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@article{10.11648/j.ijll.20150306.31,
  author = {Xiaofang Qian and Wei Liu},
  title = {“I’m a Learner, I’m Dominantly a Learner”: A Case Study of Code-Switching of an EFL University Teacher Outside Classrooms},
  journal = {International Journal of Language and Linguistics},
  volume = {3},
  number = {6},
  pages = {466-473},
  doi = {10.11648/j.ijll.20150306.31},
  url = {https://doi.org/10.11648/j.ijll.20150306.31},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20150306.31},
  abstract = {Reported here is part of a bigger study to investigate the code-switching behavior among the foreign language teaching professionals. This study is informed by the Markedness Model and identity-in- Interaction approach with its focus on the social and discourse motivations of code-switching. An ethnographic design is used to collect instances of code-switching of a university EFL teacher outside his classrooms. The findings suggest the code-switching behavior is an important site of their professional identity construction. Large chunks of switching to English in daily communications with peers are used as a strategy for sustained professional development. The positive attitude to code switching shows the high status of the English language and the profession of EFL in China. In the global context, the frequent code-switching to English in an academic setting in Beijing can be seen as an indication of the hegemonic position of the English language in the world academic discourse.},
 year = {2016}
}

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TY  - JOUR
T1  - “I’m a Learner, I’m Dominantly a Learner”: A Case Study of Code-Switching of an EFL University Teacher Outside Classrooms
AU  - Xiaofang Qian
AU  - Wei Liu
Y1  - 2016/01/08
PY  - 2016
N1  - https://doi.org/10.11648/j.ijll.20150306.31
DO  - 10.11648/j.ijll.20150306.31
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 466
EP  - 473
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20150306.31
AB  - Reported here is part of a bigger study to investigate the code-switching behavior among the foreign language teaching professionals. This study is informed by the Markedness Model and identity-in- Interaction approach with its focus on the social and discourse motivations of code-switching. An ethnographic design is used to collect instances of code-switching of a university EFL teacher outside his classrooms. The findings suggest the code-switching behavior is an important site of their professional identity construction. Large chunks of switching to English in daily communications with peers are used as a strategy for sustained professional development. The positive attitude to code switching shows the high status of the English language and the profession of EFL in China. In the global context, the frequent code-switching to English in an academic setting in Beijing can be seen as an indication of the hegemonic position of the English language in the world academic discourse.
VL  - 3
IS  - 6
ER  -

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Author Information

Xiaofang Qian

School of Foreign Languages and Literature, Beijing Normal University, Beijing, China
Wei Liu

International Relations and Recruitment, University of Alberta International, Alberta, Canada

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APA Style

Xiaofang Qian, Wei Liu. (2016). “I’m a Learner, I’m Dominantly a Learner”: A Case Study of Code-Switching of an EFL University Teacher Outside Classrooms. International Journal of Language and Linguistics, 3(6), 466-473. https://doi.org/10.11648/j.ijll.20150306.31

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ACS Style

Xiaofang Qian; Wei Liu. “I’m a Learner, I’m Dominantly a Learner”: A Case Study of Code-Switching of an EFL University Teacher Outside Classrooms. Int. J. Lang. Linguist. 2016, 3(6), 466-473. doi: 10.11648/j.ijll.20150306.31

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AMA Style

Xiaofang Qian, Wei Liu. “I’m a Learner, I’m Dominantly a Learner”: A Case Study of Code-Switching of an EFL University Teacher Outside Classrooms. Int J Lang Linguist. 2016;3(6):466-473. doi: 10.11648/j.ijll.20150306.31

Copy | Download

@article{10.11648/j.ijll.20150306.31,
  author = {Xiaofang Qian and Wei Liu},
  title = {“I’m a Learner, I’m Dominantly a Learner”: A Case Study of Code-Switching of an EFL University Teacher Outside Classrooms},
  journal = {International Journal of Language and Linguistics},
  volume = {3},
  number = {6},
  pages = {466-473},
  doi = {10.11648/j.ijll.20150306.31},
  url = {https://doi.org/10.11648/j.ijll.20150306.31},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20150306.31},
  abstract = {Reported here is part of a bigger study to investigate the code-switching behavior among the foreign language teaching professionals. This study is informed by the Markedness Model and identity-in- Interaction approach with its focus on the social and discourse motivations of code-switching. An ethnographic design is used to collect instances of code-switching of a university EFL teacher outside his classrooms. The findings suggest the code-switching behavior is an important site of their professional identity construction. Large chunks of switching to English in daily communications with peers are used as a strategy for sustained professional development. The positive attitude to code switching shows the high status of the English language and the profession of EFL in China. In the global context, the frequent code-switching to English in an academic setting in Beijing can be seen as an indication of the hegemonic position of the English language in the world academic discourse.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - “I’m a Learner, I’m Dominantly a Learner”: A Case Study of Code-Switching of an EFL University Teacher Outside Classrooms
AU  - Xiaofang Qian
AU  - Wei Liu
Y1  - 2016/01/08
PY  - 2016
N1  - https://doi.org/10.11648/j.ijll.20150306.31
DO  - 10.11648/j.ijll.20150306.31
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 466
EP  - 473
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20150306.31
AB  - Reported here is part of a bigger study to investigate the code-switching behavior among the foreign language teaching professionals. This study is informed by the Markedness Model and identity-in- Interaction approach with its focus on the social and discourse motivations of code-switching. An ethnographic design is used to collect instances of code-switching of a university EFL teacher outside his classrooms. The findings suggest the code-switching behavior is an important site of their professional identity construction. Large chunks of switching to English in daily communications with peers are used as a strategy for sustained professional development. The positive attitude to code switching shows the high status of the English language and the profession of EFL in China. In the global context, the frequent code-switching to English in an academic setting in Beijing can be seen as an indication of the hegemonic position of the English language in the world academic discourse.
VL  - 3
IS  - 6
ER  -

Copy | Download