Code-Switching: A Pedagogical Strategy in Bilingual Classrooms

Abstract

This paper presents a critical review of research on the use of code-switching as an instructional strategy in the teaching and learning of foreign or second language in bilingual contexts. Necessitated by the emerging and existing body of negative criticisms about its interference with the target language acquisition, this library-based paper sets out to critically review the use of code-switching to fathom its support as a crucial teaching and learning tool for language instruction, particularly in English language teaching and learning environments. This paper takes a qualitative inquiry that draws arguments primarily from library documentation. It particularly draws inferences from various theoretical orientations and empirical evidence within the confines of second or foreign language acquisition underpinning the fundamental use of code-switching in foreign or second language classrooms. Specifically, the paper attempts to theoretically justify the utilization of code-switching particularly in relation to its rationales and functions and, most significantly, its pedagogical implications to the process of second or foreign language teaching and learning. It ends with some suggestions on how teachers should take advantage of its availability and consistently maximize its use in bilingual classrooms.

Code-Switching Between Arabic and English: Reasons, Types and Attitudes as Expressed by EFL Female Students at Imam Muhammad Ibn Saud Islamic University

“…Finally, the study suggests that the pedagogical and learning strategies may need to be rethought in the context of codeswitching to account further for second/foreign language learning. Sakaria and Priyana (2018) called for benefiting from the utilization of CS and that teachers can take further advantage from its use to account for teaching a second language.…”

Didactic Principles in Teaching Additional Foreign Language in Uzbekistan Context

“…The fourth principle was implemented via teaching of different strategies. The efficacy of the code-switching has been proved by Sert, 2005;Cartone, 2007;Noli Maishara Nordin et al, 2012;Sakartia & Priyana, 2018). For explanation of differences between English and Italian articles the code switching strategy (translation and explanation of specific differences) was also effective.…”

“…Focus on the development of communication strategies (learning, code-switching and blocking and other compensatory strategies) in education of multilingualism. Code-switching strategy should be practiced for various reasons and functions: for changing register, or languages-switching in communication, or translation, or reducing affective barriers in second or additional foreign language learning (Collins, 2001;Cenoz, 2007;Cartone, 2007;Milambilling, 2011;Noli Maishara Nordin & et.al., 2012;Sakartia & Priyana, 2018). In teaching Italian as an additional foreign language code-switching strategy can be used by teacher to explain difficult linguistic phenomena or cultural facts in English or Uzbek as mediator language, or to translate some linguistic items from one language into another to understand specificity of any phenomenon.…”

Code-Switching in Indonesian Popular Songs and the Implications for English Language Teaching

“…For the English language teacher, employing CS practices between the first language and the second language in the process of teaching and learning might become a pedagogical tool and a crucial educational resource. CS between first and second language has been seen as advantageous in increasing students' exposure to the target language (Littlewood & Yu, 2011;Sakaria & Priyana, 2018) and in improving their performance (Borlongan et al, 2012) because students learn better in a language, they are more comfortable with it. Moreover, using Indonesian popular songs that have CS in them can be considered a teaching aid.…”