The role of language-switching (LS) in second language (L2) composing among bilingual learners with English proficiency (HEP)
Br. Andrew Gonzalez FSC College of Education
This study focused on the role of language-switching (LS) in second language (L2) composing among bilingual learners with high proficiency (HEP). It aimed to find out how frequent bilingual learners who have high English proficiency (HEP) switch to L1 during the L2 composing process and what is/are the purpose(s) of language switch to L1. Two learners participated in the study, which employed descriptive analysis design. Students’ think-aloud protocols were analyzed by idea units and then categorized using the model of Cumming (1989) and Swain and Lapkin (1995) namely: discourse, idea generation, language use, translation, lexical searching, and metacomments. Verbalizations of the participants while writing in L2 were taped, transcribed, and coded for analysis. This study revealed that bilingual learners with high English proficiency mostly switch to L1 to accommodate discourse, idea generation, translation, and metacomments.
Cabico, B. C. (2022). The role of language-switching (LS) in second language (L2) composing among bilingual learners with English proficiency (HEP). Retrieved from https://animorepository.dlsu.edu.ph/faculty_research/5357
English Language and Literature | Language and Literacy Education
Code switching (Linguistics); Bilingualism