| The purpose of this study was to examine the functions of codeswitching (CS), the use of more than one linguistic variety in the same conversation, in the language teaching/learning environment of French as a foreign language at The Ohio State University.; The data for this investigation were collected by means of observations. This mainly consisted of videotaping lessons from three intermediate level French courses. Transcripts of the lessons were produced and examined according to the CA (conversation analysis) method of sequential analysis.; It was found that despite their effort to avoid it, teachers and students sometimes used English in their French classes. Some of the purposes of the recourse to English included translating, enhancing reflection and bridging communication gaps. CS was also found to be either communicational when it occurred in an informal type of interaction, or pedagogical when it was explicitly used to explain facts about French, the target language.; Thus, the study supports the claim that the first language (L1) is difficult for teachers to avoid, and perhaps more difficult for students to ignore in second/foreign language instruction. Consequently, teaching methods that incorporate L1 in L2 teaching/learning environments are highly recommended. To this end, the study suggests that, in addition to the L1 model, an L2 learner, whose linguistic multicompetence has made a successful L2 user, may constitute a model for both L2 teachers and learners.; Finally, the purposes of CS in a foreign/second language learning are likely to be numerous and diverse. This is why the study recommends further investigations in the area for a better understanding of the phenomenon. |
