Speaker
Description
This study aimed to explore whether a structured classroom language policy with clear linguistic boundaries alongside specific, isolated opportunities for code-switching, could enhance students’ comfort and support their acquisition of English and Japanese at a multilingual high school. Survey data of students’ perceptions about this policy and autoethnographic analysis of reflective journals revealed that the policy helped students strengthen rapport with their classmates and teacher, and facilitated successful learning outcomes in both English and Japanese.
Summary
This study aimed to explore whether a structured classroom language policy with clear linguistic boundaries alongside specific, isolated opportunities for code-switching, could enhance students’ comfort and support their acquisition of English and Japanese at a multilingual high school. Survey data of students’ perceptions about this policy and autoethnographic analysis of reflective journals revealed that the policy helped students strengthen rapport with their classmates and teacher, and facilitated successful learning outcomes in both English and Japanese.
| Teaching Context | Junior/senior high-school |
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