CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, the discussion of the relevant

literatures and studies from different sources such as

journals, books, theses, and internet is being emphasized.

The first part presented sets of literature regarding

different views on code-switching. The Second section gives

emphasis on previously conducted in relation to the factors

that affects the use of code switching inside the

classroom.

RELATED LITERATURE

Mcgregory (2009) defines code switching in his book,

Linguistics: An Introduction, as the phenomenon common in

bilingual speakers in which speakers from one language to

another within the same conversation. Indeed, code-

switching often occurs even within the same utterance, as

in (7-14) quite unremarkable in casual conversation from a

bilingual speaker.

According to the book Sociolinguistics A Source for

Students written by Stockwell (2002), many individuals have

a lot of codes available with them. He also states that

 14

code-switching is somehow connected to the different

situations or domains.

As cited by Abad (2010) in “The Journal of Asia TEFL”,

reported 2 opposing views about the use of code-switching

in the field of education. In her (2005) study on classroom

discourse in a high school Christian Life Education class,

as included in the journal, concluded Bible and the

learners to explain the concepts in simplified form and

help them find meaning in Bible reading. Canagarajah (1999)

cited by Abad (2010) says that code switching enables the

teacher to proceed into greater detail and depth. This is

further supported by Martin’s (2006) research project on

code-switching in Science courses in selected Philippine

tertiary-level institutions reported that the discourse

mode but it “does support educational goals of delivering

content knowledge.”

On the other hand, Abad’s (2010) journal have cited

opposing views about the use of code-switching in education

and cited key points why it should be minimized or

prohibited. First, Polio and Duff (1994) said that code-

switching limits the learners’ access to comprehensible

input which is pre-requisite to second language learning.

Second, code switching can also present problems to the

social development of the learners because it can stifle

 15

their communication with people of other cultures whose

language differs from their own. Third, while it is only

natural for bilinguals to code-switch, Jones (2000) argues

that code-switching can be “pernicious” (p. 235) to

language development. . It prevents the learners from

receiving input that can expose them to life-like

situations of target language use. De Guzman (cited in

Brigham & Castillo, 1999, p. 25) argues that Filipino has

not reached an intellectualized level that frequent

borrowing of English terms can possibly lead to confusion

of meanings of concepts in the learners’ minds. Lastly,

critics view code-switching as a way to compensate for

diminished language proficiency. In a study by Chick (cited

in McLellan & Chua-Wong, 2002, p. 13), the findings show

that this mode is a comfortable excuse to hide the

incompetent bilingual speaker’s poor command of English and

his inadequate mastery of the subject matter, and to make

it appear that effective learning is taking place.

RELATED STUDIES

Rios and Campos (2013) agreed that the use of code-

switching definitely influences language use among

 16

bilinguals who speak the same languages, sometimes for

better, sometimes for worse. They reiterated Moore (2002)

that sees code-switching as an accommodation strategy that

students use to satisfy their main needs. Supported by

Zimmerman (1998) that views classroom code-switching has a

lot of benefits for second language learners, as it

provides a natural short-cut to content and knowledge

acquisition; their bilingualism is integral to the process

of accomplishing their discourse. On the other hand, they

also concluded that code-switching should not be encouraged

by teachers, but it should not be harshly punished in

initial stages of the learning process. The learners

themselves will realize in time their own deficiencies and

limitation that will lead to poor English proficiency. This

study supports that code switching is a phenomenon among

bilingual nations such as Philippines that greatly supports

the present study. It also explained why code-switching is

adopted by some teachers and its effect if not given a

solution.

Bista (2010) studied the “Factors of Code Switching

among Bilingual English Students in the University

Classroom: A Survey”. It was found out that the primary

factor of code switching in international classroom is

incompetence in the second language. She also concluded

 17

that code switching is a natural phenomenon among bilingual

foreign students. Its appearance and the form depend on the

demographics, the age and background of learners.

Participants agree they switch the codes for various

reasons which are: There were no similar words, Did not

know the word, To fill a gap, Easier to speak, To avoid

misunderstanding, To add emphasis To add emphasis, For

privacy. In some cases, code switching may bring an

unharmonious relationship between speakers and language

community, because in their respective cultures the words

may not carry same value, status and functions. In many

circumstances, a teacher may encourage students to exchange

codes seeing it as an advantage for learning the target

language, because of this code-switching occurrences are

welcomed in the class and may increase English competency

if the frequency is not excessive. Another implication that

she has found is that as the year progresses the frequency

of code-switching is lesser in occurrence because of the

familiarity with the subject matter. This study is used to

be the primary course of action because it explains 6

different key points that are vital to the study. First, it

talks about the incompetence to the second language will

lead to CS. Second, it supports the conclusion of Rios and

Campos (2013) that it is a natural phenomenon among

 18

bilingual countries. Third, it states that the demographics

of the students also affect the tendency to CS in the

classroom. Fourth, it states that various reasons are

committed by students. Fifth, it proposes that code-

switching are approved by teachers but it does not

encourage the excessive use. The last one is about the

correlation of code-switching with the grade level or the

degree of educational attainment.

Matila’s(2009) study have supported the set reasons

of Bista (2010) and in her in her study that the following

are predominant reasons for code switching: (1) Easier

self-expression; (2) loss of words (e.g. translation

problems, not knowing the right words; (3) influences of

people around; (4) Natural already (habit); (5) Exposure to

two languages; (6) Fluency in speaking both languages; and

(7) to make the speakers feel more comfortable. This study

is used as the basis for the reasons of code switching of

students inside the classroom.

Myers-Scotton’s (1993) study sets the foundation of

most of the researches conducted about code switching,

Myers-Scotton have subdivided Code-switching as

intersentential or intrasentential. Intersentential code-

switching involves switches from one language to the other

between sentences, intrasentential switching occurs within

 19

the same sentence, from single-morpheme to clause level.

Gumperz (1982) have identifies six functions of code

switching base from the two classifications which are:

Quotation, Addressee specification, Repetition,

Interjection, Message qualification and

Personification.This study helps the researcher to further

understand the classification among code-switching.

Chowdhury (2013) have concluded in his paper that code

switching has the power to facilitate greater understanding

and to involve and to cohere the entire classroom

population in the lesson. However, the teachers need to

remember that English is the medium of instruction and code

switching should be kept to an effective minimum. As code

switching facilitates learning, so some teachers and

students might tend to abuse the practice of classroom code

switching offered by a widespread acceptance of code

switching as a norm rather than an exception. This study

explained why code-switching should be minimized in use

inside the classroom specifically during English subjects.

 20

Notes