The Functions of Code_Switching in EFL Classrooms

Abstract

Code-switching is a concept which has existed in bilingual and multilingual societies and it occurs quite frequently in English as a second or foreign language classes. Especially when the learners are all bilinguals or multilinguals and they have to switch back and forth between their mother tongue and a second or foreign language. This paper is driven by the three objectives. First, the study investigates the situations which trigger code-switching in EFL classes in Balkh and Kandahar Universities of Afghanistan. Secondly, it investigates the perception of Afghan EFL lecturers in these universities towards code-switching. Third, to find out how the EFL lecturers use code-switching as an effective strategy while teaching English in their classes. In this study, the qualitative research approach was used to collect data from four Afghan English language lecturers of the two universities via the interview method. The results of this study indicate that these Afghan EFL lecturers have a positive perception regarding code-switching and they are using it in certain situations which facilitate their teaching and students’ learning of the content, however they also hold negative perception towards switching while teaching. The findings also show that the lecturers use code-switching in different situations such as when dealing with cultural issues that tend to be difficult to explain only in the target language, explaining grammar and new vocabulary, giving clear instructions, and instructing English for Specific Purposes (ESP) classes.

Code-Switching Practice in English Language Classrooms among Malaysian Teachers

“…Code-switching is not merely teaching in the learners' L1 but it should be done the right way where difficult concepts can be clarified especially when learners are facing difficulty to comprehend a certain language input. Levine (2003); Sert (2005) both agreed that explaining using L1 is easier as it saves time and reduces confusion among learners thus, they would not perceive the language as difficult to learn. Chowdhury (2013) also consented that codeswitching saves time when teachers explain new and difficult concepts to the learners besides helping with their understanding.…”

“…Therefore, code-switching has been identified to serve some purposes that are beneficial for language learning. Among the many functions that are repeatedly stated are topic switch, affective functions, repetitive functions, and learners' conflict control (DeAlwis, 2020;Flyman-Mattsson & Burenhult (1999); Sert, 2005).…”

“…They laid out linguistic insecurity, topic switch, affective functions, socializing functions, and repetitive functions as the reasons for teachers' code-switching. These functions are further elaborated by Sert (2005) where topic switches are mostly done during grammar lessons meanwhile the affective function of code-switching is utilized so that teachers can develop close relations with the learners and establish a caring language classroom.…”

Code Mixing in College Students’ Presentation: A Case in an Intercultural Communication Class

“…In the past, code-switching has been viewed negatively, even by academics. It indicates that speaker is less fluency (Sardar et al, 2015), shows incompetence, lack of credibility (Horasan, 2014) and low proficiency in target language (Narasuman, Wali, & Sadry, 2019). Code-switching has thus been regarded as infecting, and has been dismissed as 'bad practice' constituting ungrammatical language usage characteristic of semi-lingual speakers without complete control of either of their languages (Grosjean 1982:147) in (Shartiely, 2016).…”

“…The investigation on CS in the EFL classroom practices continue up to present era. The more recently study were conducted by Huda, Hakim, & Mizam (2020), Tyas (2020), Patmasari & Agussatriana (2019), Narasuman, Wali, & Sadry (2019). It bears out that research on SC is still relevant and interesting to be carried out in that each of the study has its own uniqueness.…”