Review of Related Literature

Teachers’ views about functions of code-switching in classes.

1. Express my emotions.
Literature:
● From Gal’s (1979) point of view, code-switching can sometimes be used to
signal the speaker’s attitude, communicative intentions, and emotions to convey
linguistic and social information
● Crystal (1987) says language alternation occurs when bilingual speakers want to
convey their attitude or emotions to each other

References:
Gal, S. (1979). Language Shift: Social Determinants of Linguistic Change in Bilingual Austria.
New York: Academic. George, D., & Mallery, P. (2003). SPSS for Windows step by step: A
simple guide and reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.
Crystal, D., 1987. The cambridge encyclopaedia of language. Cambridge: Cambridge University
Press

2. Express my feelings.
Literature:
● It was observed that the teachers switched from the target language to the native
language and sometimes also expressed themselves in the target language (English
language) while expressing their feelings of pleasure and displeasure (Gulzar, 2010).

References:
Gulzar, M. (2010). Code-switching: Awareness about its utility in bilingual classrooms. Retrieved
from http://pu.edu.pk/images/journal/ier/PDF-FILES/2-Malik Ajmal Gulzar.pdf

3. Give tasks
Literature:
• This qualitative research used the methods for ethnography of communication. The
techniques and procedures for data collection used observation, recordings and transcriptions.
Based on data analysis, the use of code switching in the ESL classroom was used to facilitate
interactions when learning was taking place. Based on the analysis, the functions of code
switching of the lecturer when interacting with her in the class are: (1) clarification, (2) reiteration
or repetition, (3) explanation, (4) asking, (5) translation, (6) checking for understanding, (7)
emphasizing a language element, (8) making inferences, (9) developing vocabulary, (10) class
discussions of student tasks, (11) giving feedback, (12) aiding memorization, (13) class
management and (14) entertainment and general communications
References:
Fachriyah, E. (2017). The functions of code switching in an English language classroom.
Studies in English Language and Education, 4(2), 148-156.

4. Give instruction.
Literature:
● Teachers, across learning contexts, report (Macaro, 2000a) that the areas in which they
use code-switching include giving complex procedural instructions for carrying out an
activity
References:
Macaro, E. (2000a). Issues in target language teaching. In K. Field (Ed.), Issues in modern
foreign language teaching. London: Routledge. 17 1 - 189.

5. Translate and clarify difficult vocabulary.

Literature:
● When a certain vocabulary is not available to a speaker in the first language,” he or she
switches to the second language during a dialogue (Muthusamy, 2009)
● Teachers often switch their code to translate or elaborate the important message during
the process of explaining new vocabulary, grammar points or instructions instead of
continuing in the foreign language. It reduces the comprehension burden and makes it
easier for students to focus on the important message conveyed (Gulzar, 2010)
References:
Muthusamy, P. (2009). Communicative functions and reasons for code switching : A Malaysian
perspective. Retrieved on 5 August, 2011 from www.crisaps.org/newsletter /summer2009/
Muthusamy.doc
Gulzar, M. (2010). Code-switching: Awareness about its utility in bilingual classrooms. Retrieved
from http://pu.edu.pk/images/journal/ier/PDF-FILES/2-Malik Ajmal Gulzar.pdf

6. Translate and clarify terminology.

Literature:
● In a study in Pakistan, 68.0% of students agreed and 19.0% strongly agreed with that
clarification of terms as a reason for code-switching in the EFL classroom
(Gulzar,2010).
● Aichuns outlines that “teachers’ concerns for unfamiliar vocabulary or expression often
prompt them to code-switch.”
References:
Gulzar, M. (2010). Code-switching: Awareness about its utility in bilingual classrooms. retrieved
from http://pu.edu.pk/images/journal/ier/PDF-FILES/2-Malik Ajmal Gulzar.pdf
Aichuns, L.(n.d.) Teacher Code switching between English and Chinese in English as a Foreign
Language. Retrieved on March 28, 2007, from the World Wide Web: http://
www.google.com. Or liumarie 712@ Yahoo.com.

7. Joke around with students.

Literature:
• The research findings of the study showed that teachers do code-switch in the
conversation in the classroom, despite their claim that they do not. The English teachers used
English and Indonesian. The English teachers made code switching for (1) to make questions,
(2) unpleasant feeling, (3) to strengthen request or command, (4) repetition used for clarification
reiteration of a message, (5) to give advice, (6) to create humor. And the students' used code
switching to made they are easy to speak English and easy to understand what they want to
say.
References:
Hamid, S. M. (2016). Code-switching Between the Teachers and the Students of the
Conversation.

8. Say poetic quotations.

Literature:
• The study examined the use of code-switching by English and science teachers in
secondary schools in Malaysia. It focuses on the functions of code-switching in multilingual
classrooms where English is the language of instruction, the most prevalent function of code-
switching was for reiteration and quotation. Metaphorical code-switching for interpersonal
reasons such as addressee specification, objectivisation and personalization
References:
Then, D. C. O., & Ting, S. H. (2011). Code-switching in English and science classrooms: more
than translation. International Journal of Multilingualism, 8(4), 299-323.
9. Boost students to participate.
Literature:
• The study investigated 12 ESL teachers at 12 schools in the Zambezi Educational
Region. The study revealed that the use of mother tongue in English medium classrooms did
not constrain learners’ understanding of the learning content; it rather seemed to facilitate
classroom participation. The findings revealed that Grade 10 ESL teachers agreed that Code
Switching benefited learners’ participation in English medium classrooms.
References:
Simasiku, L. (2016). The impact of code switching on learners’ participation during classroom
practice. Studies in English Language Teaching, 4(2), 157-167.
10. Create a sense of belongings.
Literature:
● Crystal (1987) further defines that “switching commonly occurs when an individual
wishes to express solidarity with a particular social group. Rapport is established
between the speaker and the listener when the listener responds with a similar switch”
● In a study by Gulzar, 57.1 % of the students agreed and 15.3% of them strongly agreed
with the function of creating a sense of belongingness for code-switching in the EFL
classroom.
● Flyman-Mattson and Burenhult (1999) define that socializing functions are closely
related to affective functions i.e. when the speaker signals friendship and solidarity by
using the addressee’s first language (p. 11). It seems as if the teacher code-switches
when he/she wishes to be friendly with the students.
References:
Crystal, D., 1987. The cambridge encyclopaedia of language. Cambridge: Cambridge University
Press
Gulzar, M. (2010). Code-switching: Awareness about its utility in bilingual classrooms. Retrieved
from http://pu.edu.pk/images/journal/ier/PDF-FILES/2-Malik Ajmal Gulzar.pdf
Flyman-Mattsson, A. & Burenhult, N.(1999). Code switching in Second Language Teaching of
French. Retrieved on June 20, 2007.

11. Teaching courses only in English language is beneficial to students.

Literature:
● (Berger, 2011) conducted a study in an English class in a Japanese university due to
their doubts in the effectiveness of their “English at all times” policy for both teachers
and students and concluded that students much prefer the use of pure English rather
than switching between English and their mother tongue.
References:
Berger, M. (2011). English-only policy for all? Case of a university English class in Japan. 20,
27-43.
12.Teaching courses in English and a language other than English makes it easy for
students to understand.
Literature:
● Code switching, as stated by Macaro (2007) can be used by teachers to reframe what
something means in order to help support the students in understanding what that
something is.
References:
Beghetto, R. A. (2007). Ideational code‐switching: Walking the talk about supporting student
creativity in the classroom. Roeper Review, 29(4), 265-270.

13. I prefer teaching courses using mixture of different languages.

Literature:
The present study is made on “Preference of English language teaching methods and
techniques of prospective teachers in Kongumandalam Region”. The regression statistical
analysis had shown that daily newspaper reading, personality traits and speaking in English
were the strong predictors of preference of English language teaching methods and techniques
of prospective teachers in the Kongumandalam region.

References:
Barathi, C & Naveen, Mr. (2017). PREFERENCE OF ENGLISH LANGUAGE TEACHING
METHODS AND TECHNIQUES OF PROSPECTIVE TEACHERS IN KONGUMANDALAM
REGION. International Journal of Research - GRANTHAALAYAH. 5. 14-24.
10.5281/zenodo.852402.

14. I prefer teaching courses only in English

Literature:
The present study is made on “Preference of English language teaching methods and
techniques of prospective teachers in Kongumandalam Region”. The regression statistical
analysis had shown that daily newspaper reading, personality traits and speaking in English
were the strong predictors of preference of English language teaching methods and techniques
of prospective teachers in the Kongumandalam region.

References:
Barathi, C & Naveen, Mr. (2017). PREFERENCE OF ENGLISH LANGUAGE TEACHING
METHODS AND TECHNIQUES OF PROSPECTIVE TEACHERS IN KONGUMANDALAM
REGION. International Journal of Research - GRANTHAALAYAH. 5. 14-24.
10.5281/zenodo.852402.

15. Using a mixture of languages leads to the weakness of students’ English.

Literature:
● In a study done by Azlan and Nasuraman (2013), more than 85% of respondents
identified three negative effects of code-switching; failure to improve fluency and
competency, lack of English vocabulary, and frequent use of direct translation from
Malay to English.
References:
Azlan, N. M. N. I., & Narasuman, S. (2013). The Role of Code-switching as a Communicative
Tool in an ESL Teacher Education Classroom. Retrieved from
https://www.sciencedirect.com/science/article/pii/S187704281302003X
16. Using a mixture of languages strengthens students’ English.
Literature:
● Ariffin & Susanti (2011) conducted a research in a public Malaysian university which
claims to use English as the primary language of instruction. The study reveals that
majority of both students and teachers primarily code switch and contains findings that
say while both students and teachers agree code switching promotes better
understanding, students with a higher level of English believe that their English skills
cannot improve due to code switching.
References:
Ariffin, K., & Susanti Husin, M. (2011). Code-switching and Code-mixing of English and Bahasa
Malaysia in Content-Based Classrooms: Frequency and Attitudes. Linguistics Journal, 5(1).)

17. I feel more comfortable when I communicate with my students in language other
than English.
Literature:
● A study of an EFL class in Chitwan attempts to determine the preference of L1 (1st
language) in both students and teachers and its findings indicate that both students
and teachers prefer to use L1 for a number of reasons, including: explaining difficult
words, explaining grammar, improving student-teacher relationship, ease of
communication, etc.
References:
Sharma, K. (2006). Mother tongue use in English classroom. Journal of NELTA, 11(1-2), 80-87.
18. I feel more comfortable when I communicate with my students in English.
Literature:
● This study takes the initiative to test a model of L2 communication that examines the
potential connections among willingness to communicate in English (L2WTC), three
individual differences (shyness, motivation, communication self-confidence) and one
situational variable (teacher immediacy). The findings revealed significant positive
paths from motivation and communication self-confidence to L2WTC, from immediacy
to motivation and from motivation to self-confidence and negative paths from shyness
to self-confidence and motivation and from teacher immediacy to shyness. Further, it
was shown that shyness and teacher immediacy could indirectly affect L2WTC through
the mediation of self-confidence and motivation. The implications are discussed.
References:
Fallah, N. (2014). Willingness to communicate in English, communication self-confidence,
motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A
structural equation modeling approach. Learning and Individual Differences, 30, 140-147.