code switching issue

Name : English Linguistics Research
Title of Article: Code Switching as an Interactive Tool in ESL Classrooms
Author : Mohamed El Mamoun Abdel Magid & Abdelrahim Hamid Mugaddam
Vol Number : Vol.2,No 2;
Year : 2013

Title of Article: Codeswitching in ESL Teaching
Author : Niklas Berg Vol Number : -
Year : 2013

Title of Article: Codeswitching:Instructor Use Of L1 In ESL Classrooms
Author : Robert Van Benthuysen
Journal Title and Vol Number : -
Year :

Introduction
What is code-switching?
Code switching is one of the issue receive growing attention in terms of ESL classroom setting. This issue considered as an intriguing phenomenon that has been discussed over the years in Second Language Acquisition field. There is a very recent research had been conducted pertaining to this particular issue. What is code switching? Why code switching is one of the debatable issue in ESL classroom context? I shall provide answers for these questions.
There are several explanations on code switching given by some experts from sociolinguistics field. Other than that, many studies had been done to provide relevant explanations for code switching. Mohamamed (2013) defined code-switching as alternations of more than one language at different levels such as words, phrases, clauses and sentences. According to Rabia (2005), code switching can be defined as using several languages in the same utterance. In other words, code switching is an act of using more than one language in terms of sending or receiving messages or information when communicating with each other. In the various studies of code switching, there are several explanations given by scholars. Based on Liu,J.X (2010) studies, code switching is a process that occur between speakers whereby shifting from one language to another language in the mid speech.
Based on my library research, I would say that code switching is switching that occurs between two languages when conversation takes place. In brief, code-switching happens in the context when there is a change of language naturally while conversation is going on.

Development (Arguments)

Arguments for code switching issue
Code- switching is a very common phenomenon that happens everywhere in the world. There is a very high frequency of code- switching when both bilingual speakers are involved in the situation to send or receive messages. When it comes to code switching in ESL classroom, there are various opinions of code-switching from different sources.
Code- switching occurrence can be noticed clearly in ESL classroom context when there is an interaction between teacher and students or students and students. Using L1 by a bilingual student in a classroom whereby target language supposes to be the medium of communication (Robert V.B). This shows that code-switching has a high influence in ESL classroom.
There are several contradicting opinions and beliefs of experts from various studies that English language should be only taught in English regardless any languages. However, some experts believe that use of code switching is necessary to teach target language in ESL classroom. Several approaches and teaching strategies had been introduced to serve pedagogical functions in ESL classrooms. Yet, many researches had been done up to date to prove necessity of code switching in ESL classroom.
Based on my reading, there are many existing literature criticize use of L1 in ESL classroom. Muhamed El (2013) argued that code switching functioned as an interactive tool in ESL classroom. He stated that use of L1 in ESL classroom was necessary to make teaching and learning meaningful. From his point of view, code switching can serve different functions in ESL classroom. These functions were important to create purposeful learning. Muhamed El (2013) found one of the most fundamental function of code switching is illustrating grammar rules. There are many previous research mentioned code switching indeed purposeful in teaching grammar.

There is another article report by Robert.V.B (20…) claimed that code switching indeed necessary which could assist learners to make meaning from learning.

However, Nicklas. B (2013 ) concluded that code-switching is considered as a better solutions for leaners to understand teaching and learning in the classroom. When code switching is viewed from socio-cultural learning theory, social interaction plays as a main tool to assist learners in terms learning a language.
Arguments against code switching issue There is an argument against code switching from Niklas. B (…) research. Niklas. B (…) concluded in his study that learners plain laziness is one of the major issue that made them use L1 to communicate in ESL classroom. This clearly shows that learners attitudes towards language learning is the main reason for them to code switch while the lesson is going on. Learners unwillingness to converse in English was the main factor for them unable to improve themselves in learning target language. However, there is a contradicting research provides logical explanations on negative effect of code switching. Florencia.R (2000) claimed that use of code switching may affect learner’s ability to develop English Language proficiency (Christoffer.J & Henrik. R, 2010). Learners less likely motivated if use of target language is limited. This is because classroom is the only setting for learners to enhance their language proficiency. In the same research, English Language teaching must be promoted so that can serve communicative purpose. When English is used as the only interactive tool to teach learners, they can actually aware relevance use of the target language at the earlier stage. Many studies did say that use of language will be considered more effective if it is being practiced frequently. It is logic to argue on this point that how a learner will be proficient and fluent in English if it is not being practiced frequently? Yet, regular use of code switching in classroom can actually limit learners’ ability to explore the language explicitly. Therefore, target language must be used habitually instead of code-switching. Another interesting point of arguments related to code switching is regarding learners attitudes towards language learning. According to (Christoffer.J & Henrik. R, 2010), learners only perceive English language as a compulsory subject to score in examinations. When learners had such kind of attitudes towards English language learning, language practice will be limited in the classroom context. This kind of perception will entirely restrict learners to develop their potential in terms of learning English language. Thus, learners prefer to use code-switching in the classroom as they only perceive that English is solely a subject for them to score in the exam. This kind of attitude clearly shows that learners won’t be able to apply their learning outside classroom or in real world context.

Pedagogical implications English Language teachers are playing vital roles to enhance learners’ knowledge as well as understanding on English Language. Therefore, it is much essential for teachers to utilize English Language in the classroom. My question here is that is extensive use of English Language promote meaningful learning in classroom setting? In actual classroom context, code switching exist when teaching and learning occur in classroom. Based on my library research on this particular topic, I believe that teacher function as a guide for learners. Teachers have responsibility to assist learners in terms of learning language appropriately.