Codeswitching as a Bridging Strategy for Learning English as a Foreign Language

Milly Andrea   Munoz Fandino; Diana María  Jaramillo Giraldo

doi:10.22490/28057597.8079

Vol. 4 No. 1 (2024)

Published 2024-09-11

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Codeswitching as a Bridging Strategy for Learning English as a Foreign Language

DOI: https://doi.org/10.22490/28057597.8079

Milly Andrea Munoz Fandino Universidad Nacional Abierta y a Distancia

Diana María Jaramillo Giraldo Universidad Nacional Abierta y a Distancia

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Abstract
References

This ongoing study delves into the effects of using the native language (L1), specifically Spanish, on the process of learning English as a foreign language (EFL) in different academic environments. These include adult learners at UNAD and secondary school students in Colombia. This research examines students’ perspectives on the incorporation of L1 in English lessons and its impact on their learning outcomes. Through surveys, on-site observations, and performance evaluations, the research explores how the strategic integration of L1 through codeswitching influences English acquisition. The initial findings, reached through all the previously mentioned data and analysis tools, indicate that thoughtful incorporation of L1 in EFL classes lowers the emotional barriers and fosters the growth of linguistic awareness, potentially boosting students' proficiency levels.

keywords: learning, teaching methods, mother tongue, language instruction

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How to Cite

Munoz Fandino, M. A. ., & Jaramillo Giraldo, D. M. . (2024). Codeswitching as a Bridging Strategy for Learning English as a Foreign Language. EducAcción Sentipensante, 4(1), 63-72. https://doi.org/10.22490/28057597.8079

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