The Benefit of Code Switching
Chapter 1
Introduction
Code-switching, which may be defined as the alternation between two or more languages in a speaker’s speech, occurs naturally in the scheme of bilingualism. Studies have reported that code-switching often happened subconsciously; ‘people may not be aware that they have switched, or be able to report, following a conversation, which code they used for a particular topic’ (Wardaugh, 1998, p. 103). However, although bilingual speakers claim that code-switching is an unconscious behavior, research has also shown that it is not a random phenomenon. As attested by Li Wei (1998, p. 156), Sociolinguistics who have studied code switching draw attention to extra-linguistic factors such as topic, setting, relationships between participants, community norms and values, and societal, political and ideological developments influencing speakers’ choice of language in conversation. In the classroom setting, teachers at times connect the previous lesson by putting the students at ease in the classroom setting where they speak in English mixed with the native language. Teachers often practice code switching in the classroom for a certain reason, yet on the side of the coin, they encourage their students to respond in straight English. I have observed that there are many instances when a student falls short in his communication, the question of liability is always addressed to his English language teacher (Ugbe & Agim, 2009). Even after years of learning the second language, learners still do not achieve the confidence in using the language inside and outside the class.
I may have some considerations for the L2 learners wherein, Littlewood (1994) mentioned in his work that regardless the fact that the medium of instruction is English, teachers would always resort to switch to vernacular in order to convey ideas. In this manner, the fluency of the language is somewhat affected.
Like in other multilingual contexts, a related study conducted in
Introduction
Code-switching, which may be defined as the alternation between two or more languages in a speaker’s speech, occurs naturally in the scheme of bilingualism. Studies have reported that code-switching often happened subconsciously; ‘people may not be aware that they have switched, or be able to report, following a conversation, which code they used for a particular topic’ (Wardaugh, 1998, p. 103). However, although bilingual speakers claim that code-switching is an unconscious behavior, research has also shown that it is not a random phenomenon. As attested by Li Wei (1998, p. 156), Sociolinguistics who have studied code switching draw attention to extra-linguistic factors such as topic, setting, relationships between participants, community norms and values, and societal, political and ideological developments influencing speakers’ choice of language in conversation. In the classroom setting, teachers at times connect the previous lesson by putting the students at ease in the classroom setting where they speak in English mixed with the native language. Teachers often practice code switching in the classroom for a certain reason, yet on the side of the coin, they encourage their students to respond in straight English. I have observed that there are many instances when a student falls short in his communication, the question of liability is always addressed to his English language teacher (Ugbe & Agim, 2009). Even after years of learning the second language, learners still do not achieve the confidence in using the language inside and outside the class.
I may have some considerations for the L2 learners wherein, Littlewood (1994) mentioned in his work that regardless the fact that the medium of instruction is English, teachers would always resort to switch to vernacular in order to convey ideas. In this manner, the fluency of the language is somewhat affected.
Like in other multilingual contexts, a related study conducted in