1.

0 Introduction to code switching

Code-switching is the alternation between two codes (languages and/or
dialects), between people who share those particular codes. Choices about how code-
switching manifests itself are determined by a number of social and linguistic factors. It
is quite typical in multicultural and immigrant populations.
Code-switching can take on several forms including alteration of sentences, phrases from
both languages, and switching in a long narrative. In normal conversations between two
bilinguals, code-switching consists of eighty-four percent single word switches, ten
percent phrase switches, and six percent clause switching

Code switching is an everyday reality in every place where more than one language is
spoken in everyday communications. Many scholars have studied extensively about the
patterns of code switching and the reasons for code switching. The present paper
discusses the communicative functions of code switching and also the sociolinguistic,
cultural and pedagogic reasons for code switching in the Malaysian context.














2.0 Factor that cause ESL learner to code switch

2.0.1 Factor of code switch

In some situations, code-switching is done deliberately to exclude a
person from a conversation. It is seen as a sign of solidarity within a group, and it is also
assumed that all speakers in a conversation must be bilingual in order for code-switching
to occur. Bilinguals do not usually translate from the weaker language to the stronger one,
and is used most often when a word doesn't "come". Code-switching is not a language
interference based on the fact that it supplements speech. It provides continuity in speech
rather than presenting an interference when used because of an inability of expression.
Code-switching can be used in a variety of degrees, whether it be used at home with
family and friends, or used with superiors at the workplace.
2.0.2 Factor of ESL learner
Internal factors
Internal factors are those that the individual language learner brings with him or her to
the particular learning situation.
Age: Second language acquisition is influenced by the age of the learner.
Children, who already have solid literacy skills in their own language, seem to be
in the best position to acquire a new language efficiently. Motivated, older
learners can be very successful too, but usually struggle to achieve native-
speaker-equivalent pronunciation and intonation.
Personality: Introverted or anxious learners usually make slower progress,
particularly in the development of oral skills. They are less likely to take
advantage of opportunities to speak, or to seek out such opportunities. More
outgoing students will not worry about the inevitability of making mistakes. They
will take risks, and thus will give themselves much more practice.
Motivation: Intrinsic motivation has been found to correlate strongly with
educational achievement. Clearly, students who enjoy language learning and take
pride in their progress will do better than those who don't.
Extrinsic motivation is also a significant factor. ESL students, for example, who
need to learn English in order to take a place at an American university or to
communicate with a new English boy/girlfriend are likely to make greater efforts
and thus greater progress.
Experiences: Learners who have acquired general knowledge and experience are
in a stronger position to develop a new language than those who haven't. The
student, for example, who has already lived in 3 different countries and been
exposed to various languages and cultures has a stronger base for learning a
further language than the student who hasn't had such experiences.
Cognition: In general, it seems that students with greater cognitive abilities will
make the faster progress. Some linguists believe that there is a specific, innate
language learning ability that is stronger in some students than in others.
Native language: Students who are learning a second language which is from the
same language family as their first language have, in general, a much easier task
than those who aren't. So, for example, a Dutch child will learn English more
quickly than a Japanese child.
External factors
External factors are those that characterize the particular language learning situation.
Curriculum: For ESL students in particular it is important that the totality of
their educational experience is appropriate for their needs. Language learning is
less likely to place if students are fully submersed into the mainstream program
without any extra assistance or, conversely, not allowed to be part of the
mainstream until they have reached a certain level of language proficiency.
Instruction: Clearly, some language teachers are better than others at providing
appropriate and effective learning experiences for the students in their classrooms.
These students will make faster progress.
The same applies to mainstream teachers in second language situations. The
science teacher, for example, who is aware that she too is responsible for the
students' English language development, and makes certain accommodations, will
contribute to their linguistic development.
Culture and status: There is some evidence that students in situations where
their own culture has a lower status than that of the culture in which they are
learning the language make slower progress.
Motivation: Students who are given continuing, appropriate encouragment to
learn by their teachers and parents will generally fare better than those who aren't.
For example, students from families that place little importance on language
learning are likely to progress less quickly.
Access to native speakers: The opportunity to interact with native speakers both
within and outside of the classroom is a significant advantage. Native speakers are
linguistic models and can provide appropriate feedback. Clearly, second-language
learners who have no extensive access to native speakers are likely to make
slower progress, particularly in the oral/aural aspects of language acquisition.


2.1 Methods to overcome code switching

1. Opening the class
2. Requesting help
3. Managing discipline
4. Teachers encouragements, compliments1.
5. Reviewing a lesson
6. Defining a word
7. Explaining a concept
8. Negotiating cultural relevance


Conclusion
The most common view that educators held of
code-switching was negative. Teachers feel that code-switching should not be used in
classrooms, and I would like to find out the reason behind this, and different ways that I
can implement code-switching in my classroom when I begin teaching.

-The majority of students stated that the English teachers are not well trained.

-The majority of students' lack of English background knowledge.

-The majority of students lack of confidence to use the language because of afraid
andfeeling shame if they make mistakes.

-Students do not practice to speak English with English native speakers; classroom
iscrowded as well as the environment is not suitable