Code-switching as a translanguaging to transfer cross-cultural understanding in English classroom: teachers’ perception

Abstract

This study was identifying code-switching as a translanguaging to transfer cross-cultural understanding in the classroom. This study used observation to one classroom and unstructured questionnaire to seven English lecturers/ teachers qualitatively. Most of the participants used Inter-sentential Code Switching, which describes a switch of language at sentence boundary or between the sentences. They used the code-switching consciously for some factors, such as the desire to convey meaning effectively, the desire to make the communication more inclusive, the desire to improve students’ comprehension, the desire to convey the meaning contextually, the desire to emphasize the meaning or comprehension, and the desire to help EFL learners by bilingual. Moreover, the most important thing is they believe that code-switching affects English classroom positively in transferring cross-culture understanding, such as code-switching eases students to understand more to the cultural topics, code-switching can improve students’ comprehension on conceptual knowledge such as cultural activities, attitude and belief, and code-switching is useful for EFL learners where they can match their English with local wisdom.

Comparative exploration of podcasted code-switching and code-mixing utterances: A study case Deddy Corbuzier and Cinta Laura

“…However, Mekheimr (2022) advocates that the integration of lexical components or entire units from one language into the framework of another language is termed insertion. This notion is also corroborated by Wedananta (2020) who defines insertion (intra-sentential code-switching) as a foundational form of code-switching wherein phrases involving single words are replaced without modifying the underlying linguistic structure. Meanwhile, Iqbal, 2011) states that the shift between structures originating from different languages is referred to as alternation (inter-sentential code-switching).…”

Translanguaging Practices in Efl Classrooms: Evidence From Indonesia

“…Indonesian and/or Javanese (local language) was used to ask word meanings to students to show their understanding. In this case, teachers employ L1 to check their students' comprehension (Saputra, 2020;Wedananta, 2020;Zein, 2018). A multilingual dialogue in EFL classrooms is created to negotiate meaning, transfer knowledge, and scaffold instructions.…”

“…Translanguaging is also used to manage classrooms, to compliment students (Khairunnisa & Lukmana, 2020;Sapitri et al, 2018), give directions, provide feedback, to build bonds between students and teacher (Khairunnisa & Lukmana, 2020;Sapitri et al, 2018;Wedananta, 2020), to help students work on their exercises or assignments (Khairunnisa & Lukmana, 2020), and to help them speak up during class (Rahmawansyah, 2019). Soruç & Griffiths (2021) point out that there is still an urgent need to have teachers with good awareness of different languages practices in the classroom.…”

Alih Kode Dalam Pengenalan Bahasa Inggris Anak Usia Dini

“…Guru di sini merupakan murni guru PAUD, bukan guru bahasa Inggris. Semua guru hampir tidak memiki kecakapan berbahasa Inggris yang baik, sehingga dalam ujaran-ujaran yang cepat seperti intruksi-intruksi di dalam kelas sering terjadi alih kode ke dalam bahasa Indonesia (Wedananta, 2020). Begitu pula anak yang merupakan berdomisili di wilayah pinggiran kota, memang belum terlalu berbahasa Inggris dengan baik.…”

“…Hal ini dikarenakan bahasa pertama (B1) mereka memiliki pola yang cukup mirip sehingga mereka hanya mengubah kata tertentu dalam kalimat. Tidak seperti alih kode antar kalimat dimana penutur menggunakan alih kode secara sadar, karena ingin anak lebih memahami (Wedananta, 2020). Guru di sini berusaha mencarikan alternative ujaran yang mudah dan dapat dipahami oleh anak-anak.…”