Code switching in two teachers of French for beginners in computer-assisted learning

The present study investigates the codeswitching (CS) of two French teachers in a computer-assisted language-learning (CALL) environment. In light of the debate on the use of the native language (L1) in the second language (L2) classroom, it is argued that the French teacher should become more aware of the sociolinguistic implications of his or her speech in CALL. The study highlights the importance of the social dynamic and technical aspects of teachers' codeswitching behaviours. Its conclusions, based on the analysis of multiple data services, raise fundamental questions about the use of L1 by L2 teachers in CALL settings.