Channels, Fall 2018

Channels • 2018 • Volume 3 • Number 1 Page 15 Makulloluwa, E. (2013). Code switching by teachers in the second language classroom. International Journal of Arts & Sciences, 6(3), 581-598. Nguyen, N. T., Grainger, P., & Carey, M. (2016). Code-switching in English language education: Voices from Vietnam. Theory & Practice in Language Studies, 6(7), 1333-1340. Pollock, D. C., & Van Reken, R. E. (2009). Third culture kids: Growing up among worlds (Rev. ed.). Boston, MA: Nicholas Brealey Publishing. Appendix A Questionnaire Questions 1. At what age(s) did you learn a second language? 2. What would you say is your level of fluency in your second language(s)? 3. When you first began language learning, did you mix your target language with your native language? 4. Do you mix your target and native language now? 5. Do you think the practice of mixing your target and native language was beneficial when you first started language learning? 6. Do you think this practice is beneficial now? 7. What are the pros and cons, in your opinion, of code-mixing? Appendix B Questionnaire Responses (Questions #4-6) Figure A1. Eight participants said they code-mixed with L1 and their TL when they first began language learning, while four said they did not. One participant said she code-mixed with one TL while she did not code-mix with her other TL. Figure A2. Eleven participants said they code-mix with their L1 and TL currently, while two participants said they do not. Figure A3. Twelve participants said CM was beneficial when they first began language learning, while one participant said CM was not beneficial when he first began language learning.