AR Code Switching in The Clssroom
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Nassima BenaissaAR Code Switching in The Clssroom
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Nassima BenaissaChapter 5
CODESWITCHING IN THE L2 CLASSROOM:
A COMMUNICATION AND LEARNING
STRATEGY
ERNEST0 MACARO
University of Oxford
1. INTRODUCTION
Codeswitching (switching between two or more languages) in naturalistic
discourse occurs when a speaker and an interlocutor share more than one
language or dialect. It occurs because the speaker finds it easier or more
appropriate, in the linguistic andlor cultural context, to communicate by
switching than by keeping the utterance totally in the same language.
Codeswitching occurs frequently and is widespread throughout the world's
bilingual language communities. The fact that bilinguals can codeswitch is
an asset and a valuable addition to their array of communication strategies.
In classroom discourse, by contrast, codeswitching is considered by
many to be neither an asset nor a valuable addition. This may seem
surprising given that so often, in modem approaches to language teaching
and learning, teachers attempt to make the second language classroom a
mirror of the outside world. Why then should there be this difference of
attitude towards codeswitching?
My research on codeswitching has been carried out entirely in formal
classroom settings among adolescent learners. Moreover, although I will
review a variety of other classroom settings, my research has been in
classrooms where the learners, by and large, share the same L1. Although in
these classrooms the teacher may not necessarily share the same L1 as the
E. Llurda (Ed.),Non-Native Language Teachers.Perceptions, Challenges and Contributions to the Profession,
63-84.
64 Chapter 5
learners (i.e. they will not be of the same nationality), helshe will be at least
as competent in the learners' L1 as they are in the language that they are
learning (usually the teacher's native language). This is therefore a different
context from the one which the monolingual native speaker (usually English)
teacher operates in and illustrated elsewhere in this volume (e.g. by Cook).
For this reason I will use the terms monolingual teacher and bilingual
teacher rather than native speaker and non-native speaker.
Codeswitching, by definition, is only available to the bilingual teacher.
Whilst, as I shall argue, the ability of the bilingual teacher to codeswitch is
to be viewed as an asset, it also brings with it a number of problems and
Issues.
My aim in this chapter, is to attempt to answer eight questions related to
codeswitching in the second language (L2) classroom:
Why is codeswitchmg in the L2 classroom such a contentious issue?
Is codeswitching contentious as classroom behaviour just for the teacher
or also for the learners?
What do language teachers think of the practice of codeswitching?
For what purposes (or communicative functions) do language teachers
codeswitch and how much codeswitching goes on?
What do learners think about teachers codeswitching during lessons?
What are the effects of codeswitching or not codeswitching on
classroom interaction?
What are the effects of not codeswitching on the learner's strategy
development?
Can codeswitching be a systematic, principled and planned part of the
L2 curriculum?
2. WHY IS CODESWITCHING IN THE L2
CLASSROOM SUCH A CONTENTIOUS ISSUE?
In other publications (including my own) the phrase 'recourse to L1' is
sometimes used in addition to or instead of 'codeswitching'. This implies a
priori that codeswitching in the classroom is undesirable or to be regretted.
Why should this be, gven that codeswitching occurs naturally among
bilinguals? We will note that, in the introductory paragraph, I suggested that
bilinguals codeswitch because they find it easier or more appropriate for the
purposes of communication. I have also argued elsewhere (Macaro, 1997,
2001a) that communication strateges, whilst being of great indirect benefit
to L2 users (in that they keep the interaction going, attract greater quality
input, etc.), do not in themselves lead directly to greater language
