Teachers’ Beliefs and Perceptions of Code Switching in English as Foreign Language Classroom

Abstract

Abstract. In Indonesia, the use of only English as a medium of instruction in English as a Foreign Language (EFL) classroom is highly demanded. The present study investigates how code-switching is perceived by High School teachers in Kupang city, East Nusa Tenggara province, Indonesia, in teaching English. Specifically, it aims to find out the teachers' beliefs and perceptions towards the use of Indonesian language (L1) as their pedagogical instrument in teaching English in EFL classrooms. To achieve that goal, 40 EFL teachers were asked to give their responses to a 24-item of questionnaire which focused on teachers' roles and beliefs of codeswitching applied in the EFL classroom. After analyzing the data, it was found that the teachers applied code-switching to serve pedagogical aims and to facilitate the EFL teaching and learning process. As a result, they used code-switching when explaining difficult words, encourage students' participation and managing and organizing the classroom. Another finding was that, the teachers also believed that, the advantages in applying codeswitching exaggerated the disadvantages in ELF classroom.

Teacher’s Code Switching in EFL Undergraduate Classrooms in Libya: Functions and Perceptions

“…The findings showed that the classroom participants hold positive attitudes toward teacher's CS. Many other studies, locally and internationally, revealed the same positive perceptions of teacher's CS in the classroom (e.g., Ibrahim et al, 2013;Leoanak & Amalo, 2018;Suteja & Purwanti, 2017). Al-Nofaie (2010), for instance, found that the teachers and students had positive attitudes toward the use of L1 for certain functions and reasons.…”

“…A lot of research has been conducted in different contexts to measure the classroom participants' perceptions on CS (Al-Nofaie, 2010;Alrabah et al, 2016;Bilgin, 2016;Ibrahim, Shah, & Armia, 2013;Leoanak & Amalo, 2018;Suteja & Purwanti, 2017). The overall findings revealed that both teachers and students hold positive attitudes toward using L1 to support L2 teaching and learning process, although Cheng (2013) observed that teachers go to classes with a negative attitude toward CS; despite this, its usage is still prevalent in the class.…”

Perceptions of Pre-service Teachers on Code-switching in Bahasa Indonesia to English or Cebuano to English

“…Results in the research of Leoanak and Amalo (2018) show that they disagree with the strict separation of Bahasa Indonesia and English as they are part of the sociolinguistic arrangement of Indonesian society. At the same time, Indonesians put high regard to these languages.…”

“…Sadly, English classes in Indonesia are taught in the local language, so there are no models recognizable for such issues. The Indonesian English teachers, according to Leoanak and Amalo (2018), even strongly agree that if they use English in their classes, the better the students' assessment results. With more than 80% in both groups of pre-service teachers prefer teaching in both English and the local language.…”

“…Therefore, they can decide on a variety of activities and techniques with the use of both the local language and English. Also, while Leoanak and Amalo (2018) of Indonesia described the application of code-switching to serve pedagogical aims and, therefore, lead to students' learning, De Castro et al (2021) of the Philippines conservatively state that teaching through code-switching has a negative effect on students' English communicative competence. A lot of questions come to mind when adapting code-switching in both the Philippines and Indonesia, especially for the preservice teachers who are preparing themselves for the 21 st century.…”