Bibliography

1. Hancock, Mark. (1997). Behind classroom code switching: Layering and

language choice in L2 learner interaction. TESOL Quarterly 31.2, 217-235.
2. Yau, Frances Man-siu. (1997). Code switching and language choice in the Hong
Kong legislative council. Journal of Multilingual and Multicultural Development
18.1, 40-53.
3. Gibbons, John. (1987). Code-mixing and code choice: A Hong Kong case study.
Clevedon, England: Multilingual Matters.
4. McGregor, G.; Wei Li. (1991). Chinese or English? Language choice amongst
Chinese students in Newcastle upon Tyne. Journal of Multilingual and
Multicultural Development 12.6, 493-510.
5. Krichevsky, Jenny. (2015). Other people’s English: Code-meshing, code-
switching, and African-American literacy [book review]. Composition Studies
43.2, 238-42
6. Schmidt, Margaret. (2011). The limitations of code switching in Chicano/a
literature. Young Scholars in Writing 08 (Spring), 40-51.
7. Haase, Fee-Alexandra. (2010). 'The state of the art' as an example for a textual
linguistic 'globalization effect': Code switching, borrowing, and change of
meaning as conditions of cross-cultural communicaation. full text. Letra Magna:
Revista de Divulgacao Cientifica em Lingua Portuguese, Linguistica e Literatura.
8. Androutsopoulos, Jannis. (2007). Language choice and code switching in
German-based diasporic Web forums. In Danet, Brenda; Susan C. Herring
(Eds.), The multilingual internet: Language, culture, and communication online;
Oxford, England: Oxford University Press.
9. Cahyani, Hilda, Michele de Courcy, and Jenny Barnett. “Teachers’ Code-
Switching in Bilingual Classrooms: Exploring Pedagogical and Sociocultural
Functions.” International journal of bilingual education and bilingualism 21.4
(2018): 465–479. Web.

Code-Switching in Language Education

In most language education programs, such as English as a Second Language (ESL)
programs, educators and learner have significant proficiency differences in their target
language (the language that learner is learning). Therefore, under such condition, code-
switching is often a very common method to establish communication between educators
and learners.[1]

Applications in Language Learning Process

The application of code-switching under such a condition can be divided into two main
different situations, one is the interaction between learners and the educator, and the
other is the communication between students and classmates.[1] Linguists and educators
have different opinions and views toward the use of code-switching under different
situations in language teaching, so the two situations will be discussed separately.
Assuming that both learners and language teachers have the same native language
background, which means that everyone can use their same native language to build
normal communication. In addition, the situation of foreign teachers (whose native
language is the target language), and students from diverse backgrounds (each student
has a different native language) are not included. [3]

Code-Switching Among Learners

In these language education programs, the most common situation is that the learners do
not have proficient language skills in the targeting language.[1] For some examples, the
vocabulary mastery of the learners is not enough to build the desired conversation or the
learners lack of the abilities to construct sentence in the targeting language structure. In
this case, it is impractical to build a complete conversation in the target language. In
order to establish a clearer conversation in target language, learners often inevitably use
code-switching so that they use their mother tongue to fill the gap caused by the lack of
proficiency in the target language. Code-switching’s occurrence in this case can reflected
in a phenomenon known as "Cited Language"[1]. This phenomenon simply means that
Code-switching is used as a tool to fill in the lexical gaps that arise when establishing
conversation in the target language. A simple example for this is to ask how to say a
certain thing or a certain word in the target language. In addition, students in these
language learning programs could actively avoid using Code-switching, either because of
their own desire to establish a pure conversation in targeting language or because of the
demands of their instructor. This is reflected in the fact that learners in these language
programs often use code-switching briefly in a low-voice manner to help form a complete
dialogue. Although the presence of code-switching in language learning programs is
common, there are some educators who believe that the use of code-switching can
cause dependency. For example, with frequent use of code-switching, students do not
quickly adapt to speaking purely in the target language [2]. Moreover, in language
programs where the native language is quite different from the target language, the use
of code-switching can lead to confusion about grammar and other sentence structures.

Code-Switching for Educators

In Contrast with learners, educators usually have a higher level of proficiency in the
target language which means they can use the target language for normal
communication without barriers. Educators can converse fluently in both languages, so
they have a choice as to whether and how often code-switching is used in the language
teaching process.[3] From the perspective of learning, in most cases, these frequencies
are often inversely correlated with the learners' proficiency in the target language, that is,
the higher the proficiency of the learners, the rarer the occurrence of code-switching.
From another perspective, compared to enhancing knowledge construction, some of
these moves are done unintentionally because speaking in native languages simply
helps reducing the complexity of communication, which simplified communication is also
easier for students to understand what their teacher is trying to convey. A code-switched
expression can be useful rather than in academic conversation that student actually
learning languages through figuring out complicated sentences. These situations might
cover maintaining class order, understanding students' mental health state, or making
clarifications. Although instructors have the ability to choose whether or not to use code-
switching, the question of when and how often to use it remains controversial. It is
undeniable that code-switching is a powerful tool for making clarifications in many cases,
especially when the scholar is extremely unfamiliar with the target language [4]. But on
the other hand, the use of code-switching by teachers can also lead to students not being
able to adapt to new language situations.

[1] Hancock, Mark. (1997). Behind classroom code switching: Layering and language choice in
L2 learner interaction. TESOL Quarterly 31.2, 217-235.

[2] Williams-Farrier, Bonnie J. (2017). 'Talkin' bout good & bad' pedagogies: Code-
switching vs. comparative rhetorical approaches. College Composition and
Communication 69.2, 230-259.

[3] Cahyani, Hilda, Michele de Courcy, and Jenny Barnett. “Teachers’ Code-Switching in
Bilingual Classrooms: Exploring Pedagogical and Sociocultural Functions.” International journal
of bilingual education and bilingualism 21.4 (2018): 465–479. Web.

[4] Codemeshing in academic writing: Identifying teachable strategies of

translanguaging. The Modern Language Journal 95.3, 401-417.

Reference
[1] Hancock, Mark. (1997). Behind classroom code switching: Layering and language choice in
L2 learner interaction. TESOL Quarterly 31.2, 217-235.

[2] Williams-Farrier, Bonnie J. (2017). 'Talkin' bout good & bad' pedagogies: Code-
switching vs. comparative rhetorical approaches. College Composition and
Communication 69.2, 230-259.

[3] Cahyani, Hilda, Michele de Courcy, and Jenny Barnett. “Teachers’ Code-Switching in
Bilingual Classrooms: Exploring Pedagogical and Sociocultural Functions.” International journal
of bilingual education and bilingualism 21.4 (2018): 465–479. Web.

[4] Codemeshing in academic writing: Identifying teachable strategies of

translanguaging. The Modern Language Journal 95.3, 401-417.