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Code-Switching in Education

This document discusses code-switching, which is the act of switching between two or more languages in conversation. Code-switching can serve academic, managerial, and social functions in the classroom. It allows teachers and students to communicate effectively and adjust to teaching quickly. While code-switching helps communication, it is also a contentious topic regarding English instruction. Studies have looked at how and why teachers and students code-switch, as well as attitudes towards its use. Researchers have categorized the different functions of code-switching, such as for instructional objectives, conversation goals, and conveying social information.

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Marry Chon Buenaflor
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175 views3 pages

Code-Switching in Education

This document discusses code-switching, which is the act of switching between two or more languages in conversation. Code-switching can serve academic, managerial, and social functions in the classroom. It allows teachers and students to communicate effectively and adjust to teaching quickly. While code-switching helps communication, it is also a contentious topic regarding English instruction. Studies have looked at how and why teachers and students code-switch, as well as attitudes towards its use. Researchers have categorized the different functions of code-switching, such as for instructional objectives, conversation goals, and conveying social information.

Uploaded by

Marry Chon Buenaflor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Review of Related Literature

Code-switching or language mixing is using two or more languages or varieties of


language in a conversation. Code-switching is the act of switching back and forth within a single
conversation or discourse between two or more languages or language variants. It is a
sophisticated linguistic phenomenon that has many purposes and occurs in numerous settings.
Code-switching can be used as a tactic to enhance communication and reduce the challenges
brought on by cross-language lexical competition. When discussing a lesson in the classroom, it
is advantageous for us (teachers) to code-switch from the students' second language to their
native tongue. This will enable teachers and students to interact meaningfully and quickly adjust
to the teaching. Li & Yiakoumetti (2023) and Ramos (2022)
Due to the several languages (dialects, mother tongues) utilized throughout the nation, Filipinos
enjoy code-switching. As we go from one location to another and stay there for a while, we can
readily adapt to that location's language, which adds to our first language. Students and teachers
continue to pay attention to research on the nature and behavior of code switching in classrooms.
Numerous studies on the use of code flipping in Philippine classrooms focus on the functions
and outcomes of interactions between teachers and students as well as the other way around.
Studies on the attitudes and views of teachers and students regarding language flipping can
match the wealth of studies on its effects and functions.(Durano, 2009 p. 32-36)
Codeswitching or using first language has become one of the most pervasive and unavoidable
phenomena. This has drawn the attention of more and more researchers. These researchers
looked into the various forms of codeswitching, its purpose, the impact it has on pupils, the
motivations behind it, and how teachers and students view it in various contexts. Codeswitching,
however, continues to be a contentious topic when it comes to classroom English instruction.
Codeswitching in foreign language classes has become a two-edged sword because it has
advantages and disadvantages (Raman & Yigitoglu, 2015).
Codeswitching has been utilized by teachers for a variety of purposes in English as a second
language or English as a foreign language classroom, according to earlier academic studies.
According to most of these research (Adendorff, 1993; Puspawati, 2018; Sali, 2014; Tsagari &
Georgiou, 2016), teachers' codeswitching in classes can serve three key purposes: academic,
managerial, and social functions. Ferguson (2003) classified classroom codeswitching functions
into three broad categories as well: curricular access, classroom management, and interpersonal
relations, however there is disagreement about the precise number of functions. Actually, this
classification resembles one made by Dehrab (2002) who divided teachers' codeswitching into
three broad categories: codeswitching utilized to accomplish instructional objectives, achieve
conversational goals, and convey social information.

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Sources:
Code Switching Revisited: An Analysis of Code Switching as a Pedagogical Strategy in Teaching
Mother Tongue Based subject
Kei Jullesse C. Quinal, MA TESOL 1
Teachers’ codeswitching in EFL classrooms:
Functions and motivations
Arega Temesgen

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