Code-switching A practice of moving back and forth between two languages or between

two dialects or registers of the same language at one time. It is also called code-mixing and style-

shifting. It is studied by linguists to examine when people do it (ThoughtCo, 2023).

English The English language is an Indo-European language in the West Germanic

language group. Modern English is widely considered to be the lingua

franca of the world and is the standard language in a wide variety

of fields, including computer coding, international business, and higher

education (Britannica, 2023).

Teach A teacher is a person who helps others to acquire knowledge, competences

or values. Teacher is a designation for the office, position, and profession

for someone who devotes himself in the field of education through

patterned educational interaction, formal and systematic.

Technique Technique for teaching English is the ways of presenting the language to the

students. Teaching technique is needed to achieve the teaching-learning purposes, because

teaching will be successful if the teacher implements the appropriate technique in the class.

Strategies Teaching strategies refer to the methods, techniques, procedures and processes that a

teacher uses during instruction. It is generally recognised that teaching strategies are

multidimensional and their effectiveness depends on the context in which they are applied( Edith

Cowan University, 2023).

ThoughtCo, Learn the Function of Code Switching as a Linguistic Term,

https://www.thoughtco.com/code-switching-language-1689858
Britannica, English language, https://www.britannica.com/topic/English-language

https://repository.uir.ac.id/427/2/bab2.pdf

https://eprints.ums.ac.id/23167/2/02._CHAPTER_I.pdf

Edith Cowan University ,Learning-Intranet Curriculum

Design,https://intranet.ecu.edu.au/learning/curriculum-design/teaching-strategies

1. Reference

Teachers do not always employ code-switching deliberately, which implies they are not

always conscious of the advantages and disadvantages of the technique. As a result, it might be

considered an unconscious and automatic behavior in specific circumstances. However, whether

aware of it or not, it unavoidably fulfils a few fundamental purposes that could be helpful in

contexts where language acquisition is taking place. According to Mattson and Burenhult

(1999:61), in order to have a general idea about these, it will be appropriate to give a brief

explanation about each function. In topic switch cases, the teacher modifies their terminology to

fit the current discussion topic. When teaching certain grammar topics that are being covered at

that time, it is common to see teachers switching to their pupils' mother tongues throughout class.

In these situations, code switching is used to draw the pupils' attention to the new information

while correspondingly using native tongue. At this point, it can be suggested that in order to

transfer the new material and make its meaning evident, 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 addition to the function of code switching named as topic switch, the phenomenon also

carries affective functions that serve for expression of emotions. The teacher uses code switching

to foster close relationships and a sense of solidarity with the students. In this way, code

switching's role to fostering a positive linguistic environment in the classroom might be

discounted. As previously said, the teacher may not always be doing this on purpose.

Nevertheless, since deliberate application of code- switching cannot be guaranteed, one may

equally draw the same conclusion for its spontaneous occurrence.

Another explanation for the functionality of code switching in classroom settings is its

repetitive function. For instance, the instructor use code switching to impart to the students the

information they need to understand. In order to emphasis the significance of the foreign

language content for effective comprehension, the teacher code switches from the target

language to the native language after the lesson to clarify meaning. Nonetheless, the tendency to

repeat the instruction in native language may lead to some undesired student behaviors. A

student may become bored in listening to the previous teaching if they are certain that the

instruction in the foreign language will be followed by a translation into their native tongue. This

could have detrimental effects on their academic performance.

RELATED LITERATURE

Bilingualism as it is more widely known, is the ability to use two languages or linguistic

codes. Sociolinguistics and bilingualism studies are closely related academic disciplines that

examine linguistic codes. Bilingualism is always evolving in meaning. The ability to use two
languages or to have "native like control of two languages" was the original definition of

bilingualism given by Bloomfield (1935, p. 56). Additionally, multilingual speakers' alternating

usage of multiple languages is an example of flipping codes, according to Milroy and Gordon

(2003). Bilingual or multilingual people routinely switch between languages when speaking.

Code-switching is often seen as a communication strategy in the community. In the context of

stylistic influence—that is, increasing or diminishing speech acts such as requests, rejections,

topic switches, elaborations or remarks, confirmations, or clarifications—this strategy may

occasionally be used (Heller, 2007). Within the community of bilingual speakers, the use of code

has a naturalness value for particular speech contexts.

Many experts have provided a detailed definition of code switching and explained how it

varies from other terms. According to Gumperz (1982, p. 59), among others, code switching is

described as "the juxtaposition within the same speech exchange of passages of speech belonging

to two different language/grammatical systems or sub-systems". "The term 'code-switching' can

describe a range of language (or dialect) alternation and mixing phenomena whether within the

same conversation, the same turn, or the same sentence-utterance," Milroy and Gordon ( 2003, p.

209).

According to Milroy and Gordon (2003), code switching is a frequent way of

communicating in multilingual or bilingual societies when people speak multiple languages.

Code switching, on the other hand, is more managerial during the bilingual education process.

For example, code switching serves more as a tool to manage and support learning during the

learning process. According to Heller (2007), code switching is the act of speaking in multiple

languages during a single communication event. In this instance, speakers who switch codes

must possess a command of at least two languages in order to balance.

research and discussion. There seem to be two opposing language attitudes between them when

researchers tackle the topic, particularly the use or roles of the L1 (first language) and the TL

(target language) or L2 (second language): either use the target language exclusively or tolerate

and benefit from code switching. As to Macaro (1997), there are certain fundamental purposes

that the transition to L1 inevitably fulfils, which could prove advantageous when learning a

foreign language. But in order to achieve the primary objective of language learning, the

instructor must set up an environment in which students can communicate in English in the

classroom (Rahayu, 2016).

The practice of teaching and studying in two or more languages alternately to facilitate

learners' simple absorption of knowledge is known as code-switching. The benefits of code-

switching for students and

instructors (Promnath, 2016; Ahmad, 2009). According to studies by Ibrahim (2013), Promnath

(2016), and Then (2009), the majority of teachers have good opinions towards code switching

but think it should be moderated. There are implications of the school's location on the English

language learning process. Students from remote areas attend schools in towns (Simasiku, 2015).

adversely impacted compared to people living in cities (Simasiku, 2015).

Acquiring proficiency in discrete domains of a second language (L2) is not as crucial as

being able to apply those domains concurrently in speaking, writing, listening, and reading

(Cook 2001:407). According to the discussion materials for the upper secondary English syllabus

(The Swedish National Agency for Education, 2011), English should be used to boost intake and

output of the target language rather than the L1. It has been noted that using code-switching in
the language classroom does not stop students from learning their second language, even if

emphasis on input and output in the target language is an essential part of language acquisition

(Cook 2001:404). Cook (2001:405) asserts that rather than discouraging students from speaking

their native tongue, it is crucial to support them in doing so and help them understand when and

why code-switching is appropriate in certain contexts.

A research conducted in the 1980s revealed that in casual contexts, both teachers and

students codeswitched more than in formal ones, with the target language predominating (Lin

2013:197–2022). Subsequent research indicates that students find classroom interaction more

natural and effortless when code-switching is permitted (Cook 2001:413) and that code-

switching is used to foster intimate ties between students and their teachers (Lin 2013:202;

Jingxia 2010:21). In the teacher-student interaction, code-switching can foster a relaxed

environment that is beneficial since it allows for more informal communication and reduces the

possibility of misunderstandings caused by L2 deficiencies (Simon 2001:317). Code-switching

can be used to improve instruction in formal settings. When a teacher explains what is said in the

curriculum or another academic text it can be useful to translate or explain some concepts further

in the students’ L1 (Lin 2013:202; Jingxia 2010:21). Code switching also leads to more efficient

teaching for the simple reason that the students understand faster and more thoroughly. Hence,

teachers’ code switching is an important tool for explanations and instructions (Cook 2001:418).

Code-switching can also help with vocabulary and grammar learning (Cook 2001:414;

Jingxia 2010:21; Kumar & Arenda 2012:61; Lin 2013:205). According to Kumar and Arenda's

(2012), grammar teaching was the domain where code-switching was most prevalent, findings.

According to Cook's 2001 study, L2 teachers were able to utilise their students' L1 grammatical

expertise during code-switching. It demonstrated that explicit grammar instruction could be

second language proficiency learned grammar more effectively when it was taught in their first

language (Cook 2001:414).

The effects of code-switching have also been examined in relation to vocabulary

learning; according to Lin's (2013:205-207) research, code-switching appears to boost students'

cognitive processing in this domain. According to Lin, students will likely acquire new

vocabulary more thoroughly if they are given the opportunity to analyse words with both an

explanation in their L2 and a translation into their L1. Although Lin's research did not

demonstrate that code-switching was a more efficient method of acquiring new vocabulary, it did

demonstrate that code-switching did not have an adverse effect on vocabulary learning.

Song and Andrews (2009) discovered that regardless of what and how frequently their

lecturers altered codes, students had a tendency to accept it. The three educators who took part in

Song and Andrew's study differed in terms of the quantity, goal, and subject matter of their code-

switching. The pupils' trust in their teacher appeared to be the key to their acceptance. According

to Song and Andrews (2009:204), the students believed that the teaching medium selected by

their teacher had a specific purpose and assisted them in meeting their needs.

RELATED STUDIES

The 1970s and 1980s saw a lot of research on code-switching, especially among Puerto

Ricans in the Northeast and Chicanos in the Southwest. The intriguing findings of this

preliminary research have been validated by more current investigations. One important

discovery? Code-switching is a conversational talent that requires a high level of bilingualism

speaker's difficulty to find the "right word" in a given language. No language is intrinsically

better or worse, according to linguists; all languages, standard and nonstandard, adhere to

linguistic norms (syntax), have a sound system (phonology), employ certain words (lexicon), and

mark words in specific ways (morphology). Sociolinguists are also keen to point out that when

we talk about a particular language, we are really referring to a collection of social and regional

dialects as well as individual and collective styles rather than a single homogenous language.

The San Diego Union-Tribune, Cristina Alfaro, Opinion: Code-switching takes a lot of skill and a
complex command of grammar,
https://www.sandiegouniontribune.com/opinion/commentary/story/2022-01-07/opinion-
code-switching-takes-a-lot-of-skill-and-a-complex-command-of-grammar

The usage of two or more languages in a sentence is known as "code switching." The

Philippines is not the only country where multiple languages are represented in the media,

including the two official languages of English and Filipino as well as a number of other

regional languages. However, the Philippines is distinct from other Asian countries in that it

accepts code swapping within individual news stories.

Code switching is a feature seen in all major Metro Manila daily newspapers; it is

less common in broadsheets and commercial trade journals. Code switching appears in each

of the nine most popular newspapers in the nation, but to differing degrees. This usually

divides into "new media" and "traditional" categories.

The most widely read broadsheet in the nation, the Philippine Daily Inquirer, rarely

employs code switching and usually only when translating words that are difficult to
understand into English. However, code switching is a common practice in new media and

tabloids, like People's Journal, throughout a range of coverage.

Splice Media,Erin Cook , How the Philippine media’s use of code switching stands apart in

Asia, https://www.splicemedia.com/stories/philippines-code-switching-media