Canadian Journal of Language and Literature Studies

Vol. 1(1), 2021, pp. 21-26

Code-Switching in L2 Classrooms: A Useful Strategy to Reinforce

Learning

Mustafa Altun1
1
English Language Teaching Department, Tishk International University, Iraq
Email: [email protected]

DOI: 10.53103/cjlls.v1i1.13

Abstract
Although teachers remain hesitant towards the use of L1 in L2 classes, L1 plays a pertinent role in
foreign language learning to compensate for deficiencies for promoting language proficiency. For
that reason, teachers show flexibility towards the use of code-switching in L2 learning situations to
improve learning efficiency. Code-switching serves different functions in the language classroom;
maintain the flow of conversation and facilitate communication, assist leaners in understanding
linguistic forms, maintain learners’ attention to lessons and encourage engagement in activities,
create social classroom environment and establish interpersonal relationship between teachers and
learners in the classroom. This paper aims to explore the potential benefits of code-switching in L2
classrooms.
Keywords: L1, L2, Language Learning, Code-Switching, Communication

Introduction

Code-switching, defined as “a phenomenon of switching from one language to

another in the same discourse” (Numan & Carter, 2001, p.275), has been occurring in
bilingual and multilingual contexts to improve learning efficiency. More specifically, code-
switching refers to the alteration between two languages with the idea that switching
between languages play a crucial role in the learning process (Moore, 2002). Code-
switching involves “going from one language to the other in mid speech when both
speakers know the same two languages” (Cook, 2001, p.83). In other words, code-
switching refers to the shift to another language within the same conversation.
Language teachers remain hesitant towards the use of L1 in L2 classes because of
the widespread assumption that the use of the target language in classroom settings can
hinder development of language and communication. For instance, Willis (1981) states that
“if the students start speaking in their own language without your permission…it generally
means that something is wrong with the lesson” (p. xiv). Although language teachers try
to minimize code-switching in the language classroom, the use of L1 in L2 learning
situations is widely witnessed to promote metalinguistic awareness (Coste, 2000).
Code-Switching in L2 Classrooms 22

A central task of teachers is to facilitate learners’ access to knowledge in an easy

way. It should be borne in mind that L1 is employed in foreign language learning to
compensate for deficiencies for creating a relaxing learning environment, providing
feedback to learners, reducing the anxiety of learners, improving self-confidence of
learners, checking comprehension, giving instructions to learners, establishing classroom
interaction, and removing learners’ uncertainty. For that reason, code-switching can help
learners with better comprehension and successful completion of tasks. It is also worth
mentioning that the use of L1 in L2 classroom may be a need at a lower proficiency level.
Moreover, L1 is helpful for the learners who are not familiar with daily uses of the target
language. It should be emphasized that code-switching is a useful tool for language
learners to reinforce L2 learning.

Literature Review

Code-switching is viewed as a linguistic behavior to accomplish social and

pedagogical functions (Moodley, 2007). A growing body of literature support the use of
code-switching owing to its contributions to the language learning process. Pennington
(1995) demonstrates a move towards the use of code-switching in the language classroom
to gain attention of learners and enhance interaction. Lin (1996) highlights that code-
switching can be used to clarify lexical items and make lesson materials more accessible
to learners. Arthur (1996) advocates the use of code-switching for clarifying lesson content.
It is noteworthy to mention that code-switching is helpful to reformulate content as it
provides affective support to learners for better understanding. Cenoz (2007) asserts that
metalinguistic awareness of bilinguals is more developed than that of monolinguals; for
that reason, language teachers can use code-switching in the classroom to allow learners to
make a comparison between L1 and L2.
The different functions of code-switching is divided into two approaches; the
sociolinguistic approach and the grammatical approach (Hamers & Blanc 2000).
Sociolinguistic approach is related to “the topic of conversation, the participants, the
setting, the affective aspect of the message” (Hamers & Blanc 2000, p. 266), the
grammatical approach is divided into three subcategories: 1) extra-sentential; code-
switching occurs as a question tag, 2) intersentential; code-switching occurs between
sentences, and 3) intrasentential; code-switching occurs within the sentence (Hamers &
Blanc, 2000).
Many studies advocate using the target language in L2 classrooms as much as
possible and consider switching to L1 as unnecessary (Macdonald, 2003; Cook, 2001). The
underlying assumption is that L1 prevents exposure to L2; thus, impedes learning process.
A commonly shared view is that teaching should be conducted in L2 because its exclusive
use “develops the learners’ own in-built language system” (Macaro, 2001, p. 531).
23 Canadian Journal of Language and Literature Studies

However, excluding L1 from the language classroom may result in learner

incomprehension. Carless (2007) advocates the use of L1 to encourage learners to take part
in language learning activities and become competent L2 users and concludes that “any
attempt to ban L1 use in the classroom would be detrimental to the amount of
communication and learning taking place (p. 10). Harbord (1992) views the use of L1 as
an important tool for language learning and states that “translation / transfer is a natural
phenomenon and an inevitable part of second language acquisition ..., regardless of
whether or not the teacher offers or 'permits' translation" (p. 351).
Speaking is a core component in language proficiency development (Mart, 2020).
Code-switching in the field of foreign language teaching is employed in the discourse of
teachers or learners. Hancock (1997) argues that learners need to practice in
communicative exchanges in L2 classroom for the development of communicative
language use. In classroom interaction code-switching is used to extend communicative
competence to enable learners to accomplish their conversational goals. Reyes (2004, pp.
84-85) lists the conversational functions of code-switching as: (1) speech representation;
code-switching is used to represent talk, (2) imitate quotation; code-switching is used to
imitate the voice of particular character, (3) turn accommodation; code-switching occurs
between learners’ turns, (4) topic shift; code-switching is used in conversation when there
is a change of topic, (5) situation switch; code-switching is employed to mark a switch
between on and off topic conversation, (6) insistence; code-switching is used when a
learner persists the same idea in both languages, (7) giving an emphasis; code-switching is
used to emphasize a command, (8) clarification or persuasion; code-switching is employed
to clarify an idea to enable learners to understand better, (9) persons specification; learners
code-switch when they refer to another learner, (10) question shift; learners code-switch
when they need to ask something, and (11) as a discourse maker; linguistic elements which
are not added to the content of an utterance. An additional function by Mattsson and
Burenhult (1999, p. 9) is repetition, where “the repetition in the first language (L1) can be
either partial or full and is often expanded with further information, but more frequently
code switching is used as a repetition of the previously uttered sentences”. Carless’s (2007)
in a study interviewed secondary school teachers in Hong and found that code-switching
is a source for expressing meaning, identity, and humour.
Code-switching serves different functions in the language classroom. Some
learners benefit from code-switching and overcome their communication problems.
Teachers code-switch to maintain the flow of conversation and facilitate communication
and learning. Code-switching is a strategy teachers use to maintain communication in the
language classroom. Code-switching has a scaffolding role in producing appropriate
language in classroom discourse. Moreover, teachers show flexibility towards the use of
code-switching to assist leaners in understanding linguistic forms. That is to say that code-
switching strategies have the potential to simplify the linguistic context and encourage
Code-Switching in L2 Classrooms 24

proficiency in the second language. The major reason learners code-switch is that their
level of proficiency in the target language is not sufficient to convey their messages; that
being the case, they code-switch to clarify their messages to ensure that they are understood
during a conversation. Eldridge (1996) makes it clear that learners use code-switching for
“reinforcing, emphasizing or clarifying” the messages they need to convey in L2 (p. 306).
Ferguson (2009, pp. 231-232) postulates three broad functions of code-switching: code-
switching for constructing and transmitting knowledge, code-switching for classroom
management, and code-switching for interpersonal relations and humanizing the classroom
climate. Code-switching constitutes the basis for comprehension for some learners with
a low language level. The provision of target language equivalent clarifies meaning and
exposes learners to an understanding of language itself. Knowledge construction is leaners’
creation of new ideas and understandings to help them think critically. Code-switching
enables teachers to transmit the new information to learners more effectively which leads
to better learning outcomes (Tan & Lou, 2017). The use of code-switching for classroom
management is conducive to successful instruction because it is a useful tool for
“arrangement of the physical environment of the classroom, establishment of the rules and
procedures, as well as maintaining the learners’ attention to lessons and encouraging
engagement in activities” (Brophy, 2006, p. 17). Moreover, code-switching can be an
effective inviting way for classroom participation and learner contributions. Employing
code-switching in language learning is a viable strategy to create social classroom
environment in which greater personal warmth and learner involvement is encouraged. It
goes without saying that high-quality interpersonal relationship between teachers and
learners brings about creativity and improved accomplishment.
Eldridge (1996) suggests the following motivations for leaners’ code-switching in
the classroom: equivalence; learners code-switch when they do not know the required
lexical item in the target code, floor-holding; learners code-switch to prevent
communication breakdowns through filling the stopgaps with the use of the native
language, metalanguage; learners talk about the tasks they are performing, evaluate and
make comments, reiteration; learners codeswitch in order to clarify or reinforce the
transmitted message, group membership; code-switching serves a social function in which
members adapt to each other, conflict control; learners use code-switching to create
ambiguity when there is a potential conflict, alignment and disalignment; learners in a
particular speech in the language classroom either sustain their role and align themselves
to the conversation as it is or codeswitch and seek a different role.

Conclusion

Code-switching is a communicative resource used by teachers and learners to

fulfill their social and educational objectives. The occurrence of code-switching in the
25 Canadian Journal of Language and Literature Studies

language classroom not only exposes learners to comprehensible input but also encourages
them to interact and engage in conversations. Code-switching can be used for drawing
attention of learners to content information. Explanation of new subject matter by using L1
contributes to understanding of new materials. Another function of code-switching is its
use for reinforcing and emphasizing the messages which learners fail to understand. Also,
code-switching plays a crucial role in shaping learner behavior though enabling them to
involve in classroom activities. The role of code-switching in establishing interpersonal
relationship between teachers and learners is also worth mentioning.

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