Perception towards Codeswitching

By: ___________________________

This article aims to analyze the effectiveness of codeswitching in teaching other subjects.
Codeswitching needs to be introduced to the learners as the foundation and medium of
instruction and perceived to be a useful tool in assisting the English language teaching and
learning process. Similarly, codeswitching help learners enjoy their learning due to their ability
to comprehend the teachers' input. On the other hand, codeswitching has different effects; it
could be an advantage or disadvantage to students learning.
In addition, Shafi et al. (2020) found that teachers have a favorable attitude toward the
use of codeswitching; it is an effective teaching medium, particularly in language classrooms, Al,
indicating that transferring from L2 to L1 had no significant impact on students' ability to learn
L2. Codeswitching is a linguistic strategy that is used in the language classroom to help facilitate
dialogue and keep communication continuing.
According to Fanani and Ma'u (2018), codeswitching is an oral communication situation
in which a person switches from one language/dialect to another. Code-switching occurs when at
least two languages or variants of a language are mixed or shifted from one to another during the
same speech occurrence.
In terms of grammatical features, Appel and Musyken (2006, as cited by Fanani and
Ma'u, 2018), divide code-switching into three categories: tag switching, inter-sentential
switching, and intra-sentential switching. As part of a statement or query, tag switching is
classified as codeswitching that belongs to the units of independence element. Tag switching
does not have any real meaning in general. It does, however, strive to increase the naturalness of
speech in a variety of languages, not just English. The second type is inter sentential, which
relates to codeswitching between languages. They also mentioned the third category, intra-
sentential switching, which occurs when the syntactic unit of words, phrases, or clauses is
switched.
As Zainil and Arsyad (2021) described, code-switching is the act of switching between
two or more languages in discourse and is considered an inevitable language phenomenon in a
multilingual society. This means that speaking the second language (L2) alongside the native
tongue is no longer unusual, especially when speakers are multilingual.
Relatively, Code-switching helps to bridge the gap between teaching and learning
(Üstunel, 2016). According to the study of Mangila (2018), teachers frequently serve as a
linguistic bridge between the lessons to be taught and learned and their English language
students. Teachers occasionally utilize code-switching in the classroom for reformulation and
facilitation, but they rarely do so for language acquisition and habituation. Tudor (1987, cited in
Zainil & Arsyad, 2021), claims that L1 integration is frequently considered to be productive,
efficient, and time-saving.
However, Fachriyah (2017) stated that there are 14 different types of code-switching
functions. (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) assisting memorization, (13) class management, and (14) entertainment and
general communications.

According to Sakaria and Priyana (2018), code-switching should be viewed as a

technique of bridging communication gaps rather than as ineffective. Nurhamidah et al., (2018)
underlined that incorporating the first language into an ESL classroom produces a non-
threatening environment for language acquisition while also considerably increasing students'
confidence and motivation. With that in mind, it's worth noting that code-switching for
pedagogical purposes could become an important aspect of education. Although English is meant
to be the dominant language in the classroom, Bhatti et al. (2018) observed that both the teacher
and the students frequently code-switch as it is found to be a bridge for communication gaps and
a functional method to help students with low English proficiency.
Nurhamidah et al. (2018) focused on the teachers' perspective on the advantages and
benefits of code-switching in the classroom for giving understandable instructions to students.
They also stated that as educators whose goal is to meet the requirements of students in the
classroom, they must adapt to their students' level of skill. As a result, code-switching is used.. In
addition, according to Leoanak & Amalo (2017), it aids them in accessing curriculum
(explaining the meaning of new words, phrases, grammar, and unfamiliar topics), managing the
classroom (maintaining classroom discipline), and maintaining interpersonal relationships
(increasing student motivation and confidence), all of which help to facilitate teaching and
learning.
Ma (2019) explored the multiple purposes of L1 use by the instructor and pupils at the
primary level with adult migrants in Australia. The teachers utilized L1 frequently for
pedagogical and social reasons, according to the findings. They also claimed that it moderated
student behavior in the classroom. The teachers used L1 to provide instructions, elicit answers,
and provide explanations. Students, on the other hand, used it to ask questions, explain why they
didn't have the essential L2 abilities, and offer peer assistance.
Alrabah et al. (2016) also investigated the functions and motivations for teachers' CS in
the Arabic setting. He came to a conclusion that, notwithstanding their negative opinions against
the use of L1 in L2 instruction, teachers employed it for pedagogical and management goals. On
the other hand, in Banten, Indonesia, Fachriyah (2017) analyzes the role of computer science in
the English language classroom. She claims that using CS in an ESL classroom is positioned as a
tool to facilitate interactions during the learning process and serves various purposes. CS can be
a positive tactic in the EFL classroom when employed judiciously and consciously, but not when
it becomes an automatic habit (Grant and Nguyen (2017).
Furthermore, in a study of learners' perspectives, Zainuddin (2016) discovered that most
Indonesian students return to their first language when they are unable to identify a precise
equivalence of a word in English. They will be able to talk fluently without communication
breakdowns as a result of this. Songxaba et al. (2017) reported a similar result, in which the
teachers believed that translating the teachings into the students' mother tongue was the greatest
way to assist them widen their understanding.
Finally, in language acquisition, codeswitching serves a variety of purposes and
responsibilities. As a result, learning objectives should be addressed to determine whether or not
it is necessary. As a result, pedagogic code-switching techniques have been intensively
researched by a small number of academics to determine why it is so often used. The main
reasons stated by the professors were pedagogic purposes, as Zainil and Arsyad (2021) pointed
out in their study. This is when they teach grammar, emphasize specific concepts, translate new
language that the students are unfamiliar with, and occasionally assist comprehension.