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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

On Classroom Code-Switching

In the classroom, code switching may serve very particular purposes or

functions. Code-switching is a phenomenon that occurs when multiple languages

are used in the learning process to serve linguistic functions and ensure that

students understand instructions and content (Lee, 2016). Code-switching,

according to Bashir and Naveed (2015), can be used for a variety of purposes,

including content distribution, disciplinary management, sense of humour, and

tone switching. It may be used in bilingual communities to improve the

effectiveness and meaning of communication, particularly in second or foreign

language classes. Linguists have emphasized that switching between languages

is an interactional choice offered to bilingual members of a language system to

easily communicate thoughts, emotions, and opinions to others.

Al-Qaysi and Al-Emran (2017) stated that code-switching can be a

motivating and effective educational approach that can be used in the field of

education. Ibrahim et al. (2013) stated that a code-switching is a communicative

approach that bilinguals may use successfully to reveal socially influenced

connotations and grammatical patterns of one or more languages. They went on

to say that English as a foreign language (EFL) teachers practice code-switching

in the classroom setting for pedagogical purposes.

depending on the requirements of the learners. According to Mochacha and

Lwangale (2020), it helps learners accomplish a range of purposes, such as

improving strategies and techniques to make tasks more understandable. Ataş and

Sağın-Şimşek (2021) indicated that code-switching is for improving

communication, explaining content, and managing classrooms.

Bhatti et al. (2018) studied EFL teachers' use of code-switching as a

language teaching tool and found that teachers used code-switching to follow

rules, translate unfamiliar words, and incorporate project delivery among students

in the classrooms. Altun (2019) found that teachers are resistant to using code-

switching in their classrooms to keep students from becoming reliant on the first

language (L1). Besides, according to Horasan (2014), code-switching was used

primarily for meta-language when discussing grammar or language tasks by

students and teachers. It was also a tool that promoted learning at the beginner

level and could be used to capture students' attention, but it should be discontinued

as proficiency levels rise.

According to Meutia (2021), code-switching is a "natural phenomenon in

(EFL) classrooms" that is employed for a variety of purposes such as explaining

grammar, managing the class, facilitating comprehension, translating unknown

words, clarifying key teaching points, giving instructions, and displaying effective

expressions.
 Ijudin et al. (2021), who studied the role of code-switching in EFL classrooms,

concluded that code-switching, as a form of multilingualism, is required and

unavoidable in language classrooms. Lee (2016) also studied EFL School

teachers’ attitudes toward code-switching types and functions and revealed that

code-switching is preferred by the majority of participants as a method of assisting

students in learning English.

Furthermore, Puspawati (2018) investigated teachers' opinions toward

code-switching use and function in the EFL classroom. The findings revealed that

teachers were aware of the importance of code-switching in assisting students with

low L2 proficiency to understand L2 in the classroom. Furthermore, knowledge

construction and the transmission, class management, and the development of

interpersonal relationships with students were all code-switching functions

performed by teachers.

Moreover, Mochacha and Lwangale (2020) investigated the impact of

code-switching on secondary school students' mastery of English-speaking skills.

They concluded that because students' speaking skills are still developing,

codeswitching improves communication skills and gives those who are unable to

express themselves in a single language a choice to understand. Fachriyah (2017)

investigated code-switching functions in an English language classroom as well.

She concluded that code-switching was an effective tool for facilitating interactions

between teachers and students while teaching L2. In her study, she specified 14

code-switching functions: “clarification, reiteration or repetition, explanation,

asking, translation, checking for understanding, emphasizing a language element,

making inferences, developing vocabulary, class discussions of student tasks,

giving feedback, aiding memorization, class management, and entertainment and

general communications”.
On Class Recitation

Beyond its linguistic nuances, code-switching holds a positive influence on

enhancing learners' confidence and active participation within English classes.

This influence is often amplified by the role of educators in fostering students'

motivation to engage in discussions and recitations. Notably, Olivera's study

(2021) uncovered that encouraging the use of vernacular languages encourages

greater interaction among peers during group activities.

Evidently, code-switching contributes to heightened class participation

Ibrahim et al. (2013), stated that a code-switching is a communicative approach

that bilinguals may use successfully to reveal socially influenced connotations and

grammatical patterns of one or more languages. They went on to say that English

as a foreign language (EFL) teachers practice code-switching in the classroom

setting for pedagogical purposes. A similar viewpoint is expressed Willis (2021),

believes that using one's mother tongue has a positive and important effect on

improving the target language. As a result, code-switching has emerged as a key

research subject in the area of EFL classrooms.

In addition to its pedagogical role in teaching and learning, code-switching

notably influences the overall classroom ambiance, particularly evident in graded

recitations. The classroom setting reveals instances where both teachers and

students engage in code-switching to motivate a reciting student. This practice

appears to draw upon the concept of "we-code" among students, creating an

environment akin to interactions among friends. Consequently, code-switching

during graded recitation fosters a comfortable and casual atmosphere, lightening

the mood and alleviating tension within the class.

experience but also contributes to the modification of classroom dynamics. By

encouraging students to leverage their linguistic repertoire and engage in their

preferredlanguages,educatorsfacilitateamoreinclusiveandinteractivelearning

environment. This, in turn, enhances students' self-assurance, participation, and

overall sense of belonging within the classroom community.

On Class Demonstration

In the context of higher education institutions, classroom communication

predominantly takes the form of oral presentations, involving interactions among

peers or between lecturers and students. Lecturers commonly rely on oral

presentations to deliver their lessons, and students are often required to present

their work as part of their assessments. During these oral presentations and class

demonstrations, students occasionally switch languages to communicate

information about their assignments and projects. Past research, such as Maftoon

and Amjadiparvar (2018) indicate, this alternation is considered predetermined

result of mastering different language varieties and has always been seen in

multilingual communities.

According to Meutia (2021), code-switching is a "natural phenomenon in

(EFL) classrooms" that is employed for a variety of purposes such as explaining

grammar, managing the class, facilitating comprehension, translating unknown

words, clarifying key teaching points, giving instructions, and displaying effective

expressions.
 In the Philippines, code-switching remains prevalent in higher education,

even within English language classrooms. Notably, code-switching is frequently

observed in oral presentations by students pursuing English majors. This practice

tends to surface when students face challenges communicating in English or when

they seek to ensure comprehension among their audience. Additionally, students

turn to code-switching when they aim to convey fresh ideas more effectively and

when they desire a heightened sense of ease in their communication. Yana and

Nugraha (2019) elaborate on the advantages of code- switching in the English

classroom. They highlight benefits such as facilitating easier comprehension of

materials, vocabulary expansion, accelerated English language learning,

comprehensive understanding of English sentences, capturing the essence of

learning materials, eliminating confusion, and fostering comfort and confidence in

the process of learning English.

Subon's study (2021) adds to this understanding by showcasing students'

positive perceptions of code-switching during class demonstrations. A majority of

participants agreed that code-switching aids in conveying new words effortlessly,

instills comfort and confidence, offers practice in the second language, enhances

comprehension of the content being presented, refines communication skills, and

contributes to language development in the context of oral presentations.

Moreover, participants strongly agreed that code-switching empowers them to

express ideas that may elude them in another language and is often resorted to

when the English word is unfamiliar.

In essence, code-switching is deeply intertwined with the higher education

landscape, serving as a natural and strategic tool for effective communication and
learning. Its advantages, including improved comprehension, enhanced

vocabulary, and increased comfort, resonate among students and educators alike,

ultimately enriching the educational experience within bilingual classrooms.

On Asking questions

Questioning stands as a pivotal element in the journey of learning, aiding

students in navigating the fusion of prior knowledge with new information,

ultimately forming coherent ideas. The questions students pose serve as

significant markers of meaningful learning and motivation, offering valuable

insights into their thought processes, conceptual comprehension, alternative

frameworks, uncertainties, reasoning, and knowledge gaps (Almeida, 2011).

However, there are instances where students encounter difficulties in

formulating questions. Especially for learners in the process of acquiring English,

grappling with sentence structure and grammatical organization can be daunting.

Their struggle to express themselves adequately due to limited vocabulary further

compounds the challenge. The fear of committing errors and facing ridicule from

peers or criticism from instructors often discourages students from posing

questions (Hieu, 2011).

In response, students often employ a pragmatic strategy to overcome these

barriers – code-switching or alternating between languages. This approach

becomesparticularlyprominentwhenstudentsfinditchallengingtoconstruct questions

in English, prompting them to switch to their native language. The study

conducted by Johansson (2013) sheds lighten this practice. Interestingly, it reveals

portion expresses a preference for the teacher's response to be primarily in

English, supplemented by their native language or a combination of both

languages. Only a minority indicates a desire for responses solely in English.

Evidently, code-switching emerges as a power fultool aiding students in

overcoming linguistic hurdles when posing questions. It is noteworthy that the

inclination towards English-dominant responses despite posing questions in the

native language underscores the importance of English proficiency in educational

contexts. In essence, code-switching not only serves as a linguistic bridge but also

reflects students' recognition of the value of English a same medium of instruction

and communication in the learning process.

hazaymeh, Wafa'A 2022. On Classroom Code-Switching RETRIEVED from

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Switching from https://eric.ed.gov/?q=On+Classroom+Code-

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