CODE SWITCHING IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM

CODE SWITCHING IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM

Retno Indriyani

Islamic University of Malang (UNISMA)

Abstract: Code switching is widely observed phenomenon in foreign language classroom. Some teacher and student in the world do code switching as the alternation during communication in EFL classroom. On the other hand, some of them disagree with the use of code switching in the classroom. Since code switching is datable, some researchers investigate some issue of code switching. They conducted the study in any areas of code switching such as the use of code switching and the teacher and student’s attitude toward code switching.

Key words: code switching, type and function of code switching, code switching studies

It is common that the teachers combine the two languages during teaching and learning, especially in teaching and learning English as second language. They insert of word, phrase or sentence of the first language to the target language while teaching English in the classroom. They do it as alternative use or two or more languages in the conversation. The shifting or inserting of word, phrase or sentence of one language to another language is called by code switching. Mahootian (2006: 511) defined code switching is a linguistic phenomenon commonly occurring in bi- and multilingual speech communities. It may consist of a single word or phrase, or it may involve several sentences.

The alternation between languages in form code switching is widely observed phenomenon in foreign language classroom. Since the code switching becomes interesting topics, it needs to be researched by further researcher in any fields or areas. Therefore, this article present with the current issues of code-switching in the classroom conducted by some researchers.   

THE DEFINITION OF CODE SWITCHING

Code switching has been defined in number of ways by different researcher, depending on the point of view of their study. Brown (2000:67) defined code switching as the act inserting words, phrases, or even longer stretches of one language into the other.  Valdes-Fallis (in Magid and Mugaddam, 2013) argued that code switching as the alternation of two languages at the word, phrase, clause, and sentence levels. Moreover, Gumperz (in Gulzar, 2010) defined code switching as the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or sub-systems.  Skiba (in Moghadam et al, 2012) argued that code switching as the communicative exchange between two language codes among people who contribute to those specific code.

In brief, code switching is the shift from one language to another within a conversational utterance. In the context of English as a Foreign Language classroom, code switching refers to the alternate use of the first language and the target language in communication area.

TYPES OF CODE SWITCHING

Poplack identified three different types of switching, namely tag, inter-sentential, and intra-sentential switching (Jingxia, 2010: 10). Tag-switching is the insertion of a tag phrase from one language into an utterance from another language. It seems that the fixed phrases of greeting or parting are quite often involved in switches. Since tags are subject to minimal syntactic restrictions, they may be inserted easily at a number of points in a monolingual utterance without violating syntactic rules.  Similarly, Mahootain (2006:512) argued that tag switching involving the insertion of tag forms such as I mean, you know, isn’t it?, etc from one language into another.

Another type is inter-sentential switching occurred at a clause or sentence boundary, where each clause or sentence is in one language or another. The last is intra-sentential switching which takes place within the clause or sentence and is considered to be the most complex form of switching. In addition, Mahootain (2006:512) defined intra-sentential as switches within a clause involving a phrase, a single word or across morpheme boundaries.

THE FUNCTION OF CODE SWITCHING

Based on Hymes framework (in Ahmadin, 2013), the code switching has five functions. The first is referential function. It involves lack of knowledge of one language or lack facility in that language on certain subject. Directive function is the second function involving the hearer directly. Next is the expressive function involving the speaker’s emphasis of a mixed identity through the use of two languages in the same discourses. Poetic is the next function involving the switched puns, jokes etc in bilingual language usage. The last is metalinguistic function used to comment directly or indirectly on the languages involved.

According to Moradkhani (2012), the function of code switching devided into two broad categories in the developed typology, namely pedagogical (methodological) and social (affective) function. Pedagogical category includes Translation, Metalinguistic Uses, and Communicative Uses. Translation is the function through which the teacher provides the L1 equivalent of the target item whereas metalinguistic uses involve functions that deal with the provision of further explanation about the target language forms through students’ L1. Finally, communicative uses include the functions that teachers resort to in order to move from one stage of teaching to another or to switch the responsibility to students.

The second category, in contrast, involves two subcategories of Managing the Classroom/Building Rapport with Students which the teacher deals with problematic students or reduces the social distance between himself/herself and students and Providing Instructions which refer to those functions that are accomplished when the teacher uses L1 to ask different students to do classroom activities or to move from one activity to the next. The following table presents the typology of functions of language teacher code switching.

Table 1. The Typology of Functions of Language Teacher Code Switching

Functions	Subcategory	Branch	Definitions
	Translation	Translation of word	Giving the equivalent of a word in L1
		Translation of  an entire sentence	Providing the L1 meaning of an entire sentence or utterance
		Comment	Giving some peripheral explanation on L2 forms/culture when then primary focus is on communicative activities
	Metalinguistic	Contrast	Making comparison between L1and L2 in forms/culture
Pedagogical		Grammar Explanation	Providing grammar explanation when the primary focus is on form rather that meaning
		Highlighting	Provide some key learning points
	Communicative	Clarification	Provide more meaning-based explanation by elaborating on L2 utterance in the L1
		Checking comprehension	Assessing whether the students have comprehended something or not
		Directives	Asking the students whether they can handle the responsibility or not
		Marker	Using utterances that demonstrate a change of activity
		Reprimand/disapprove	Using utterances that show students have done something wrong
Social	Managing class/ building rapport students	Giving feedback	Providing the positive/negative feedback on students’ language based on the performance
		Reminder	Using utterance that tap into students’ memory
		Telling jokes/revealing emotion	Sharing the emotional status with the students
	Providing instruction	Giving instruction	Providing necessary guideline for doing different activities
		Giving prompt	Using the utterance that show the quality with which activity must be accomplished
		Pointer	Asking the student to refer to a specific part of the book
		Nominate	Directly addressing one of students to do an activity
		Using administrative vocabulary	Using word that are related to the school administrative issues

CODE SWITCHING STUDIES IN EFL CLASSROOM

Since code switching is an important tool in the teaching and learning process within the context of multilingual and multicultural society, many researchers study some issues of code switching in the classroom, especially in English as Foreign Language Classroom. The issues involve the use of code switching in the classroom, and the teacher’s and the student attitude toward code switching.  

The Use of Code Switching in the Classroom

The importance of code switching in relation with ESL and EFL classroom has increased around the world as an area of special interest and investigation. It has proved by many researchers conducted the study in the issues of the function of code switching in the classroom.

Barandagh (2013) conducted the study entitled “An Investigation of Teachers and Learner’s Use of English-Persian Code Switching in Iranian Intermediate EFL Classroom” to present the use of code switching in a English classroom involving the function of code switching used by the teacher in class. During the study, he found fourteen functions of code switching. The first function is explanation. It occurred when (usually) the teacher wanted or saw a need to repeat what had been previously said in another language in order to help the students understand easily. Second is requesting help. It occurred when students are faced a problem during the lesson, they usually resort to use code switching to solve their problems. Next is students helping each other which occurred when the teacher asked a student in English which the student could not understand.  Self correction is the next found function which common occurred in the class. Code switching function as moving from one activity to another was employed by the teacher to shift the lesson. Another, the teacher was uses code switching in clearing misunderstanding. The teacher also used the code switching when the English counterpart was unknown at that moment. Code switching was used by the teacher to check the student understanding and to give unofficial interactions and student comment. The last, it was used as student initiation and teacher admonitions. Another, it was used as grammar translation and grammar explanation.

Moghadam (2012) investigated the use of instruction in an EFL classroom in his study entitled “Code Switching as a Medium of Instruction in an EFL Classroom”. He found that the use of code switching used by students and teacher involved checking understanding, asking for clarification, clarification or persuasion, translation, and socializing.  He dealt with the use code switching which mostly occurred in the classroom based on the students’ need.

Rezvani (2011) also conducted the study entitled “Code-switching in Iranian Elementary EFL Classroom: An Exploratory Investigation”. The study aimed to explore the syntactical identification of switches and the functions that the switches served. He investigated four Iranian EFL teachers of elementary level classroom in an English Language school in Isfahan, Iran. The functions found in his study are for instruction (directing the students to complete the activity), for efficiency (ensuring the optimal effect of communication), for translation (from target language to L1), for praise and encouragement, for correction, for explanation (elaborating a certain point, such as grammar), and for discipline (classroom management).

Another study was conducted by Ibrahim (2013) entitled “Code-switching in English as a Foreign Language Classroom”. He observed the function of teacher’s code switching within the class of the two of English teachers at an English medium university in Malaysia. The functions found in his study are (1) message reiteration which is used to reiterate or to repeat a message in another code in order to clarify, emphasize, and promote understanding; (2) message qualification which is used to qualify a previously mentioned statement; (3) interjection or sentence filler which is used for better expression, clarification or better understanding; (4) personalization versus objectivization which is used to indicate the difference between fact and opinion; (5) Quotation contains direct quotations or reported speech.; (6) specific feature of Islamic English; Islamic English  is the English language modified to enable Islamic proper nouns and meanings to be carried out without distortion, and to serve the linguistic needs of Muslims users of the English language.

To sum up, every teacher provides the code switching in the classroom in different purpose. Therefore, the functions of code switching as another field of code switching become interesting issue to be researched. 

The Teacher’s and the Student’s Attitude toward Code Switching

The teacher’s and the student’s attitude are debatable. They may give different attitude among a teacher to anther or a student to another. Therefore, teacher’s and student’s attitude toward code switching becomes interesting field of code switching to be researched.  The following are some researchers which conduct the study in the field of teacher’s and student’s attitude toward code switching.

Pei-shi (2000) conducted the study entitled “Code-switching as a Strategy Use in an EFL Classroom in Taiwan” to investigate teacher’s and student’s attitude toward code switching. The study showed the positive attitude toward code switching. Pei-shi found that students like the teacher to use code switching in their English class. Students think it is necessary for using code switching in explaining complex grammar rules, complex concepts, and defining new vocabulary. Moreover, students felt that code switching can help them understand complex concepts and reduce anxiety. On the other hand, in the teacher perspective, code switching is effective in the some complex concept of course. The teacher may use the code switching in the class, but the teacher should pay attention to the goal of each course.

In line with Pei-shi, the result of Ibrahim’s study (2013) in field of teacher’s attitude toward code switching showed the positive attitude. The teacher had code-switched for a particular reason such as in explaining difficult grammatical terms. Sometimes in explaining new terms, the teacher would also code-switch. The teacher believed in the use of English only in class and held the opinion that it is acceptable for English teachers to code-switch provided that the switching was seldom, as too much of switching might slow down the acquisition of the target language.

Rahimi (2013) also conducted the study in a field, attitude toward code switching, of code switching entitled “EFL Teacher’s Attitude toward Code Switching: a Turki Setting”. Based on his study, some of twenty ELT instructors stated that code switching should not be employed by the teachers for all their instructional activities, or it may be used as a helping tool nonetheless. On the other hand, most of the literature instructors claimed that code switching helps them to make the content more comprehensible. They referred to the facilitative role of code-switching in clarification of complex grammatical points and vocabulary items as well as removal of students’ negative feelings of anxiety, stress, the motivation, insecurity, and boredom. Moreover, they claimed that code switching they used is to facilitate language learning, to provide students with a more relaxing learning atmosphere since students seem to feel more comfortable when they encounter familiar words in native language within the target language context. Regarding to students’ perspective, they felt more actively involved in learning since the feeling of familiarity provided by code-switching increases their motivation.

Another study conducted by Jakobsson (2010) entitled “A Study of Code Switching in Four Swedish EFL Classroom” showed the different perspective. Regarding to the result of the study, teachers and students had agreement of the choice of code in the classroom and how the students would be most likely to gain greater knowledge and proficiency in the English language. Since they preferred to use English in the in order to develop their learning, they should use only English during lessons. There, thus, is a connection between the teachers’ use and the students’ willingness to use the target language.

In brief, every student and teacher has different perspective on code switching. They will show the positive or negative toward the code switching. The different attitude toward code switching interact some researcher to conduct the study of this field of code switching.

CONCLUSION

Code switching as the alternation use of two or more languages in the communication occurred in the bilingual or multilingual community become interesting topic to be studied. Many researchers of some countries conducted the study in any field of areas of code switching in the EFL classroom. They investigate the use of code switching in the EFL classroom in form of the function of code switching. They also investigate the teacher and the student’s attitude toward code switching. Regarding to the result of some researchers, the teachers used code switching in any different function depending student’s the need. However, there were different perspective (positive and negative attitude) of teacher and students toward code switching. Since there are different perceptive of code switching, it makes code switching debatable and interesting to be studied in both issue or even other issues are found by the other researchers.

REFERENCES

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