Review of Related Literature and Studies
Review of Related Literature and Studies
Review of Related Literature and Studies
CHAPTER II
This chapter presents a selection of varied related literature, readings and studies
that further discusses viewpoints from other authors and publishing institutions that are
Definitions of Code-Switching
functions, including the expression of ethnic identity, bridging linguistic gaps, and
achieving specific communicative objectives. Swan (2016) takes a more precise stance,
This might entail replacing a noun phrase in the first language (L1) with its counterpart
from the second language (L2) within a sentence, or combining morphemes from both
a conversation without changing topics. The studies investigate only about the code-
switching between two languages, the native language and the target language. The
phenomenon of bilingualism occurs when two groups of people using different and more
platform for communication for people who speak the language. Due to the growing
today's world. In bilingual communities all over the world, speakers frequently switch
classrooms in Pakistan. It also deals with the functions and types of code-switching in
EFL classrooms.
switching may improve understanding of a concept. Experts and researchers in the field
a language. Bilingual speakers alternate the codes for numerous reasons during face-to-
face conversation. Thus, this descriptive quantitative study explores the factors, forms,
young children (Cook, 2003). In classrooms with bilingual or culturally diverse students,
There are several reasons behind code switching. Firstly, a speaker might resort to the
second language when they struggle to convey their thoughts clearly in their native
tongue, especially when translating for someone with limited English proficiency.
This can also serve to illustrate the misunderstanding of the other person's comprehension
individuals who are not equally fluent in both languages, this form of code switching can
be seen as a strength.
Wardhaugh in his book described two functions of code switching there are
situational and metaphorical (Wardhaugh, 2006). Situational code switching occurs when
somebody switch his language based on his situation, he speaks one language in one
situation and another in a different one, without change the topic. But when somebody
changes the topic of speaking it is called by metaphorical, moreover some topics may be
spoken in either language. On the contrary, these markers foster pride and solidarity
For instance, the "n-word" carries vastly different connotations when used by non-
It can also be employed to signal that the following sentence should be interpreted
differently due to a change in emphasis (Chan, 2004). Moreover, code switching aids in
avoiding misunderstandings by employing a word better articulated in the other language
(Sert, 2005).
from emotions, and create a dramatic effect. Different languages encapsulate distinct
nuances (Cook, 2003), enabling multilingual speakers to communicate their ideas more
effectively. This phenomenon can even generate humor through wordplay or highlighting
Types of Code-switching
2006). Intersentential switches occur when different languages are used across distinct
sentences (Kebeya, 2013). Intrasentential switches are more intricate, involving language
shifts within a single sentence, constituent, or even a solitary word, and these have
switches. However, Bentahila and Davies (1994) point out that despite claims of
universal switching constraints, there exists research that casts doubt on this assertion.
auxiliary verb with an added pronoun at the end of a sentence. The intonation of a tag
(2008) notes the acceptability of tag statements within various grammatical frameworks.
Tag switches transpire when tag forms from one language infiltrate a phrase from another
findings from a study indicating that 84% of switches involve single words, 10% involve
constant switching of linguistic codes is the result of the majority of Filipinos' openness
to the use of the English language and their loyalty to the Filipino language.
Code switching research continues to provide a rich setting for investigation. This
is due to the fact that code switching has permeated every aspect of society, particularly
the media, social media, business, and academics. Outside of the classroom, code
switching is extensively utilized for a number of purposes. Tajolosa (2013), for example,
focused on code switching study and how it works for specific product endorsements.
reasons.
This is also not a new practice in the business world. Pascasio was able to learn
interviewing businesspeople about it. (For instance, utilizing direct quote marks,
directing a message to a specific recipient, asking questions rather than offering answers,
and exhibiting civility, to name a few examples) (Pascasio 1978). This indicates how
common language switching has become, and how its use in academic settings has
For years, scholars and academics have focused their attention on the English and
Filipino languages; the two standardized languages have been taught interchangeably in
Philippine classrooms for a very long time. Today, however, officials at the Department
of Education have opted to employ pupils' mother languages as their principal language
of teaching from preparatory school through the first three levels of primary school.
Furthermore, the same institution recently ordered that teachers in Grades 1-3
teach a separate subject called Mother-Tongue. This decision was taken in light of
research on the benefits of utilizing one's mother language while educating students,
particularly in the early stages. The revelation that employing students' native languages
may boost engagement and improve their chances of learning the second or target
language without trouble was the fundamental argument for the usage of MTB-MLE
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
sense of humor, and tone switching. It may be used in bilingual communities to improve
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
more languages. They went on to say that English as a foreign language (EFL) teachers
the requirements of the learners. According to Mochacha and Lwangale (2020), it helps
make tasks more understandable. Ataş and Sağın-Şimşek (2021) indicated that code-
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
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
switching use and function in the EFL classroom. The findings revealed that teachers
concluded that because students' speaking skills are still developing, codeswitching
improves communication skills and gives those who are unable to express themselves in a
was an effective tool for facilitating interactions between teachers and students while
enhancing learners' confidence and active participation within English classes. This
engage in discussions and recitations. Notably, Olivera's study (2021) uncovered that
encouraging the use of vernacular languages encourages greater interaction among peers
al. (2013), stated that a code-switching is a communicative approach that bilinguals may
one or more languages. They went on to say that English as a foreign language (EFL)
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.
recitations. The classroom setting reveals instances where both teachers and students
a comfortable and casual atmosphere, lightening the mood and alleviating tension within
the class.
In essence, the utilization of code-switching not only enriches the learning
preferredlanguages,educatorsfacilitateamoreinclusiveandinteractivelearning environment.
On Class Demonstration
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
projects. Past research, such as Maftoon and Amjadiparvar (2018) indicate, this
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
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
learning materials, eliminating confusion, and fostering comfort and confidence in the
agreed that code-switching aids in conveying new words effortlessly, instills comfort and
that code-switching empowers them to express ideas that may elude them in another
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
On Asking questions
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,
questions. Especially for learners in the process of acquiring English, grappling with
challenge. The fear of committing errors and facing ridicule from peers or criticism from
becomesparticularlyprominentwhenstudentsfinditchallengingtoconstruct questions in
English, prompting them to switch to their native language. The study conducted by
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
There are three (3) distinct forms of code-switching, which are extra-sentential,
occurs at the beginning or end of sentences, especially when words and phrases
any hesitations, pauses, or breaks to signify a change in the clause or word level
swapping, can involve a single word or tag phrase that is inserted from one
2016).
The fact that code-switching occurs in multilingual and bilingual cultures is widely
While both parties would prefer to complete and check the task in English, the
majority of the time, both the teachers and the students used code-switching for
meta-language (to discuss the task, comment, evaluate, and for grammar
explanation). Teachers feel that they should not and should not code-switch for
grammar teachers, but the results showed that both the teachers and the
students did so. It makes sense that teachers would not want to appear
emphasis was more on the subject matter than language, teachers regularly
management were also part of it. Because the teachers intentionally integrated
& Barnett, 2018). For this reason, the teachers' actions often constituted
translanguaging.
texts as a jumping off point for teaching language. Since there are many different
English classes. However, because learning a new language is difficult for them,
low proficiency English speakers typically view these literary pieces as useless
Since the signing of a republic act in the Philippines that supports contextualizing
educational materials and using the student's native tongue, code-switching has
become commonplace. Republic Act 10533 is an act that aims to improve the
basic education years, allocating funds for the program, and accomplishing other
goals. The Enhanced Basic Education Program, section 4, specifies that basic
Filipino and English until the two are the main languages used for secondary
instruction.
this would challenge the conventional wisdom that the teacher is the only source
emphasizing points. In English class, students strive to provide the best response
they can to demonstrate their knowledge. In order to provide the teacher with
accurate responses, kids engage in code-switching with their buddies while doing
this (Dela Rosa, 2016). What counts are the context and the content of these
topic subject instructors' lectures, not the language they use to deliver them and
discussions. Additionally, it seems that the more they are permitted to converse
and utilize colloquialisms, the more likely it is that they would engage in social
interactions with their peers, particularly during group projects (Olivera, 2021).
students' lack of fluency in the English language (Ramos, 2022). When learning a
new language or skill, age has a big role. There is a belief that younger pupils
pick up language more quickly and easily than older students. The majority of
Filipinos are fluent in both speaking and understanding English since they belong
2022).
32
Relationship between Code-switching and English Language Fluency
References
Al Tale, M. A., & AlQahtani, F. A. (2022). Code-switching Versus Target-language-only for Saudi EFL
Students.
Bhatti, A., Shamsudin, S., & Said, S. (2018, May 15). Code-Switching: A Useful Foreign Language Teaching
Tool in EFL Classrooms.
Cacoullos, R. T., & Travis, C. E. (2015). Two languages, one effect: Structural priming in code-switching.
Cahyani, H., de Courcy, M., & Barnett, J. (2016). Teachers’ code-switching in bilingual classrooms: exploring
pedagogical and sociocultural functions.
De Castro , N. G., Parajito, G. P., Realco, J. B., & Dacara, J. C. (2021). The Effects of Code-switching to the
Communicative Competence of 21st Century Learners: A Case Study.
Esquivel, O. D. (2019). Exploring the Filipinization of the English Language in a Digital Age: An Identity
Apart from Other World Englishes.
Horasan, S. (2014). Code-switching in EFL classrooms and the perceptions of the students and teachers.
Journal of Language and Linguistic Studies, 10(1), 31-45; 2014.
Kumar, T., Nukapangu, V., & Hassan, A. (2021). Effectiveness of Code-Switching in Language Classroom in
India at Primary Level: A Case of L2 Teachers’ Perspectives.
Lanwermeyer, M. (2016). Code-Switching.
Mangila, B. B. (2018). Pedagogic Code-Switching: A Case Study of the Language Practices of Filipino
Teachers in English Language Classrooms.
Muhammad, M. O. (2015). Funtions of Code Switching: ACase Study Eastern Mediterranean University.
Ramos, M. P. (2022). Code-switching in Teaching English Literature: The Case of Teachers in CandonCity,
Ilocos Sur. Journal of Advances in Humanities Research.
Roxas, M. D. (2019). Factors, Forms and Functions: An Analysis of Senior High School Students' Filipino-
English Code Switching Behavior. Vol. 2, No 2,
.
Santos, A., Fernandez, V., & Ilustre, R. (2022). English Language Proficiency in the Philippines: An
Overview.
Seckin, E. (2022, July 19). Code Switching: Definition, Types, and Examples.
34
Wafa'A, H. (2022). Teachers' Perceptions of Code-Switching Functions and Effects in English as a Foreign
Language Classroom. 11.