Factors of Code Switching among English Teachers inside the EFL classroom: Case Study Teachers at the English department of Ibn Khaldoun University

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Outline:

General Introduction
Chapter One: The linguistic Situation in Algeria
1.1 Introduction
1.2 The sociolinguistic Situation in Algeria
1.2.1A brief overview of the history of Algeria
1.3 Languages in Algeria
1.3.1 Arabic
1.3.2Classical Arabic
1.3.3 Algerian Dialectal Arabic
1.3.4 Berber
1.3.5 French
1.3.6 English
1.4 Arabisation and English language teaching
1.4.1 Arabisation
1.4.2 English language teaching in Algeria
1.5Status of English and the attitudes towards it
1.5.1 Status of English
1.5.2 the attitudes toward English language in Algeria
1.6 English in Algerian Educational system
1.6.1 Primary school
1.6.2 Middle school
1.6.3 Secondary school
1.6.4 Higher education
1.7 Algeria as Multidiglossic situation
1.7.1 Bilingualism in Algeria
1.7.2 Diglossia in Algeria
1.7.3 Borrowing in Algeria
1.7.4 Code switching in Algeria
1.8Conclusion
Chapter two: The Language Contact in Algerian and the functions of code switching
2.1 Introduction
2.2 Code switching
2.2.1 Types of code switching
2.2.1.1 Situational code switching
2.2.1.2 Metaphorical code switching
2.2.2 Forms ofcode switching
2.2.2.1 Tag code switching
2.2.2.2 Intersential code switching
2.2.2.3 Intessential code switching
2.3 Code mixing
2.3.1 Code switching vs Code mixing
2.4 Borrowing
2.4.1 Code switching vs borrowing
2.5 Functions of code switching
2.5.1 The function of teachers’ code switching
2.5.2 The function of students code switching
2.6 A discussion of the use ofcode switching in EFL classrooms
2.7 Conclusion
Chapter Three: Data collection and analysis
3.1 Introduction
3.2 Research Scope and Methodology
3.2.1 The Informants
3.2.2 Data Collection
3.2.2.1 The Questionnaire
3.2.2.2 Classroom Observation
3.3 Questionnaire Data Analysis
3.4 Classroom observation
3.5 Limitation of the Study
3.6 Conclusion
General Conclusion
List o References
Summary of Study

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