Name : Abibah
NIM : 2201409052
Rombel : 03 (Thursday, 11 A.M.)
Topics in
Applied Linguistics
Code Switching
1. What
is Code Switching?
According to Heather Coffey, code
switching is the practice of moving between
variations of languages in different contexts. Everyone who speaks has learned
to code-switch depending on the situation and setting. In an educational
context, code-switching is defined as the practice of switching between a
primary and a secondary language or discourse. (http://www.learnnc.org/lp/pages/4558)
Code-switching
is distinct from other language
contact phenomena, such as borrowing,
pidgins
and creoles,
loan
translation (calques), and language
transfer (language interference). Speakers form and
establish a pidgin language when two or more speakers who do not speak a common
language form an intermediate, third language. On the other hand, speakers
practice code-switching when they are each fluent in both languages.
2. What
are types of code switching?
Scholars use different names for
various types of code-switching.
- Intersentential switching occurs outside the sentence or the clause level (i.e. at sentence or clause boundaries). It is sometimes called "extrasentential" switching.
- Intra-sentential switching occurs within a sentence or a clause.
- Tag-switching is the switching of either a tag phrase or a word, or both, from language-B to language-A, (common intra-sentential switches).
- Intra-word switching occurs within a word, itself, such as at a morpheme boundary. (http://en.wikipedia.org/wiki/Code-switching)
3. What
are the functions of code switching?
a. In
a bilingual community context, according to Trudgill, its function is “speakers
switch to manipulate or influence or define the situation as they wish, and to
convey nuances of meaning and personal intention” (2000:105). It may be
suggested that code switching can be used for self expression and is a way of
modifying language for the sake of personal intentions.
Another
function of code switching is to build intimate interpersonal relationships
among members of a bilingual community. It is a tool for creating linguistic
solidarity especially between individuals who share the same ethno-cultural
identity.
b. The
functions of teachers’ code switching
There
are three functions: topic switch, affective functions, and repetitive
functions by Mattson and Burenhult (1999:61)
-
Topic switch
In
topic switch cases, the teacher alters his/her language according to the topic
that is under discussion. This is mostly observed in grammar instruction, that
the teacher shifts his language to the mother tongue of his students in dealing
with particular grammar points, which are taught at that moment. In these
cases, the students’ attention is directed to the new knowledge by making use
of code switching and accordingly making use of native tongue. At this point it
may be suggested that a bridge from known (native language) to unknown (new
foreign language content) is constructed in order to transfer the new content
and meaning is made clear in this way as it is also suggested by Cole (1998):
“a teacher can exploit students’ previous L1 learning experience to increase
their understanding of L2”.
-
Affective functions
Code
switching as affective functions serves for expression of emotions. In this
respect, code switching is used by the teacher in order to build solidarity and
intimate relations with the students. In this sense, one may speak off the
contribution of code switching for creating a supportive language environment
in the classroom.
-
Repetitive functions
Code
switching in classroom settings is its repetitive function. In this case, the
teacher uses code switching in order to transfer the necessary knowledge for
the students for clarity. Following the instruction in target language, the
teacher code switches to native language in order to clarify meaning, and in
this way stresses importance on the foreign language content for efficient
comprehension. However, the tendency to repeat the instruction in native
language may lead to some undesired student behaviors. A learner who is sure
that the instruction in foreign language will be followed by a native language
translation may loose interest in listening to the former instruction which
will have negative academic consequences; as the student is exposed to foreign
language discourse limitedly.
c. The
functions of students’ code switching
The
first function of student code switch is equivalence.
In this case, the student makes use of the native equivalent of a certain
lexical item in target language and therefore code switches to his/her native
tongue. This process may be correlated with the deficiency in linguistic
competence of target language, which makes the student use the native lexical
item when he/she has not the competence for using the target language
explanation for a particular lexical item. So “equivalence” functions as a defensive
mechanism for students as it gives the student the opportunity to continue
communication by bridging the gaps resulting from foreign language
incompetence.
The next function to be introduced is floor-holding. During a conversation in the target language, the students fill the stopgap with native language use. It may be suggested that this is a mechanism used by the students in order to avoid gaps in communication, which may result from the lack of fluency in target language. The learners performing code switching for floor holding generally have the same problem: they can not recall the appropriate target language structure or lexicon. It may be claimed that this type of language alternation may have negative effects on learning a foreign language; since it may result in loss of fluency in long term.
The third consideration in students’ code switching is reiteration, which is pointed by Eldridge as: “messages are reinforced, emphasized, or clarified where the message has already been transmitted in one code, but not understood” (1996:306). In this case, the message in target language is repeated by the student in native tongue through which the learner tries to give the meaning by making use of a repetition technique. The reason for this specific language alternation case may be two-folds: first, he/she may not have transferred the meaning exactly in target language. Second, the student may think that it is more appropriate to code switch in order to indicate the teacher that the content is clearly understood by him/her.
The last function of students’ code switching is conflict control. For the potentially conflictive language use of a student (meaning that the student tends to avoid a misunderstanding or tends to utter words indirectly for specific purposes), the code switching is a strategy to transfer the intended meaning. The underlying reasons for the tendency to use this type of code switching may vary according to students’ needs, intentions or purposes. Additionally, the lack of some culturally equivalent lexis among the native language and target language--which may lead to violation of the transference of intended meaning--may result in code switching for conflict control; therefore possible misunderstandings are avoided.
The next function to be introduced is floor-holding. During a conversation in the target language, the students fill the stopgap with native language use. It may be suggested that this is a mechanism used by the students in order to avoid gaps in communication, which may result from the lack of fluency in target language. The learners performing code switching for floor holding generally have the same problem: they can not recall the appropriate target language structure or lexicon. It may be claimed that this type of language alternation may have negative effects on learning a foreign language; since it may result in loss of fluency in long term.
The third consideration in students’ code switching is reiteration, which is pointed by Eldridge as: “messages are reinforced, emphasized, or clarified where the message has already been transmitted in one code, but not understood” (1996:306). In this case, the message in target language is repeated by the student in native tongue through which the learner tries to give the meaning by making use of a repetition technique. The reason for this specific language alternation case may be two-folds: first, he/she may not have transferred the meaning exactly in target language. Second, the student may think that it is more appropriate to code switch in order to indicate the teacher that the content is clearly understood by him/her.
The last function of students’ code switching is conflict control. For the potentially conflictive language use of a student (meaning that the student tends to avoid a misunderstanding or tends to utter words indirectly for specific purposes), the code switching is a strategy to transfer the intended meaning. The underlying reasons for the tendency to use this type of code switching may vary according to students’ needs, intentions or purposes. Additionally, the lack of some culturally equivalent lexis among the native language and target language--which may lead to violation of the transference of intended meaning--may result in code switching for conflict control; therefore possible misunderstandings are avoided.
Olcay Sert
Hacettepe University (Ankara, Turkey)
sertolcay[at]yahoo.com
Hacettepe University (Ankara, Turkey)
sertolcay[at]yahoo.com
(http://iteslj.org/Articles/Sert-CodeSwitching.html)
