Channels, Fall 2018

Channels • 2018 • Volume 3 • Number 1 Page 9 teacher and classmates. Participants’ proficiency levels varied from conversational to native-like. I asked participants to reflect on their own language learning experience from the beginning until now. Before participants began the questionnaire, I explained to them what CM is in relation to my study. The questionnaires also asked for some demographic information relating to participants’ language learning, including the age at which they first began learning L2 as well as their current level of language proficiency, as summarized above. Participants were then asked whether they code-mixed when they first began language learning and whether they code-mix now (see Appendix B). Lastly, participants reported on their views of personal benefits of CM for their own language development at its various points (see Appendix B), as well as their views of general pros and cons of CM, synthesized below. Additionally, a language teacher was interviewed to gain insight into his perceptions of CM as a means of language instruction (see Appendix C). Findings While participants differed in their use of CM both when they first started learning their TL and now, they largely agreed on the benefits and drawbacks of CM. Much of their reports and reflections align with research in the literature review. The themes I identified in the questionnaires, outlined below, match well with themes in the literature. CM as Scaffolding Twelve of the thirteen participants (92%) said CM could be beneficial at the beginning stages of language learning. The main benefit highlighted in all the questionnaires is using CM as scaffolding for one’s TL. One participant reported that CM at the beginning stages of his own language development was helpful, as it allowed for more practice of the TL. Another reported that although she did not code-mix when she first began learning her TL, in hindsight, she thinks CM would have been helpful for getting over the initial fear of speaking L2. One participant reflected on his lack of CM at the beginning of his language learning, saying that mixing L1 and L2 would have been better than not speaking L2 at all. He then said that CM can be a useful tool initially, so that language learners can start using their TL as soon as possible. CM as a Crutch A majority of participants (9/13 or 69%) noted that while CM has benefits, it can eventually become a crutch. One participant noted that if an L2 learner code-mixes regularly, native L2 speakers will always view that person as a deficient, non-native speaker rather than a proficient L2 speaker and multilingual. According to the same participant, frequent CM evidences low competency in L2. He went on to say that CM inhibits one’s ability to form thoughts in L2 without the aid of L1, and it can also decrease the speed of TL acquisition. The other eight participants also mentioned that CM can hinder language development and inhibit fluency, all using the word “crutch” to describe the setback CM can cause. Language Transfer In the participants’ responses, we see CM is perceived to have both positive and negative language transfer. Three participants pointed out the negative language transfer that can