TEACHERS’ PERCEIVED REASONS FOR CODE-SWITCHING IN TEACHING AND LEARNING BULGARIAN AS A HERITAGE LANGUAGE ABROAD
TEACHERS’ PERCEIVED REASONS FOR CODE-SWITCHING IN TEACHING AND LEARNING BULGARIAN AS A HERITAGE LANGUAGE ABROAD

Summary/Abstract: Code-switching, or the alternating use of two languages in the same stretch of discourse, is a common focus of research on bilingualism, which is still under-researched in contexts of teaching and learning heritage languages. The article discusses the results of a survey conducted with teachers of Bulgarian as a heritage language in Bulgarian schools in Cyprus, Spain, Turkey, Italy, and the UK. It taps into teachers’ reasons for code switching when teaching Bulgarian language or other subjects in Bulgarian, and the perceived reasons for students’ code-switching from Bulgarian into the dominant language (the language of the respective country which is also the language of schooling). Our findings show that when teaching, 43% of the respondents switch between Bulgarian and another language, usually the language of the country. The reasons for teachers’ code-switching are mainly related to facilitating learners’ understanding of Bulgarian vocabulary, grammar or culture-specific references, or to dealing with instructional problems in mixed-proficiency groups. The purpose and scope of code-switching also depends on the use of Bulgarian as a language of instruction, as a target language, or both. Learners resort to code-switching mainly in order to compensate for gaps in their heritage language while conveying messages and negotiating meanings. There are also psychological reasons related to learners’ developing identities, sense of belonging, peer-pressure, and the perceived prestige of the heritage language.

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