Translation Journal

http://www.translationjournal.net
April 2018 Issue

Fever of Code-switching and Code-mixing between Arabic and English in School’s Classrooms (2018) Mohammed H. Al Aqad

Fever of Code-switching and Code-mixing between Arabic and English

in School’s Classrooms
.Mohammed H. Al Aqad, PhD candidate
Faculty of languages and linguistics
University of Malaya, Malaysia
alakkadmohmad@yahoo.com

ABSTRACT

This paper on interpersonal relationships has become an important aspect of the

pedagogical area, especially in code-switching domain. Some linguists use the terms
code switching more or less interchangeably, particularly in formal studies of
morphology, syntax, semantics etc. This research examines the distinctive features of
code switching between Arabic native speakers and English language speakers and its
impact on the educational system. This research aims at finding out the implications
of code switching in Arabic context. Modern educators explored that code switching
in classrooms has used to be effective as a teaching and communicative strategy,
which used among students. The study has conducted to investigate the reasons behind
the usage of code switching during English lesson in different teaching environments
in Palestinian schools. The data has collected through two different types of
instruments, which includes teacher and student’s questionnaire.

Keywords: Code-switching, Code-mixing, Arabic and English, School’s Classrooms, Linguistic

Competence

INTRODUCTION

It is clear that Code-switching and code mixing plays an important role in human
communication life. From ancient time up until now, there have been debates about Code-
switching technique.
Some linguists use the terms code mixing and code switching more or less interchangeably.
Especially in formal studies of syntax, morphology, etc., both terms are used to refer to
utterances that draw from elements of two or more grammatical systems. While many linguists

1
have worked to describe the difference between code-switching and borrowing of words or
phrases, the term code-mixing may be used to encompass both types of language behaviour.
While the term code switching emphasizes a multilingual speaker's movement from one
grammatical system to another, the term code mixing suggests a hybrid form, drawing from
distinct grammars. In other words, code mixing emphasizes the formal aspects of language
structures or linguistic competence, while code switching emphasizes linguistic performance.
More recently, educators explored code switching and code mixing in classrooms and have
found it to be effective as a teaching and communicative strategy, which can be used among
students. People commonly speak more than a language to communicate with each other. This
position is highly widespread among Arabs, because; English taught as a second language as
the medium of instruction in the educational system. The phenomena of code switching and
code mixing of languages have long intrigued scholars who have examined what triggers such
occurrences (Muysken, 2000; Wei, 2005). However, most research has been in face-to-face
communication and in bilingual communities. This research examines the different facets of
code switching and code mixing in Arabic contexts, while keeping in mind cultural differences.
This research aimed at finding out the implications of code switching and code mixing in
Arabic context. It looked at attitudes, outlook and need for code-mixing and code switching in
Arabs during interactions in a classroom environment by novice users of English from Arabic
backgrounds.
The study conducted to investigate the reasons behind the use of code mixing and code
switching during English lesson in the classroom, which includes the educational setting of
two Palestinian secondary schools in Gaza strip (Palestine). To gather the relevant information
pertaining the study, the researcher integrated the qualitative research method to analyse the
situation. The data was collected through 2 different types of instruments, which includes
teacher’s structured interview and student’s questionnaire. The information gathered through
these methods were carefully analysed and discussed in the findings and analysis section of
this study.
Description of the current situation of teaching English at Gaza strip high schools
A number of features characterizes the current situation of teaching English at the junior level
in Gaza strip high schools:
All schools offer English course at the junior level as obligatory course, but what has offered
is quite arbitrary and depends totally on personal initiatives on the part of teachers.
Most of EFL students often used code mixing and code switching during English lesson, to
explain what they want to say; to communicate with other students.
 Translation Journal
http://www.translationjournal.net
April 2018 Issue

Fever of Code-switching and Code-mixing between Arabic and English in School’s Classrooms (2018) Mohammed H. Al Aqad

PURPOSE OF THE STUDY

The study aims to achieve the following objectives:

Investigate the rational of teachers using code switching and code mixing in the classrooms,
exploring the reasons behind student’s preference code switching from English to Arabic, to
examine the positive contributions of code switching from target to first language. To examine
whether the mixing and switching of the two languages (Arabic and English) depends on the
contrasting syntactic properties of the languages involved. To achieve these purposes, the
researcher distributed questionnaires among 57 students and 6 instructors from Gaza high
schools.

RESEARCH QUESTIONS:

The researcher wishes to examine the possible answers to all these questions by conducting a
study on this topic. The questions are as Follows:

1- What are the teachers, students’ attitudes towards Code-switching and Code-mixing in the
classroom?
2- Why do teachers code-switch and mixing from target language to mother tongue in
classroom during English lesson?
3- Are code-switching and code-mixing help Arab students in classroom learning?

SIGNIFICANCE OF THE STUDY

To analyse teacher’s code switching and code mixing due to they are in control of the teaching
situation. Also, they hold the authority and the rights to set a barrier depending on the reasons
on why they should do coding in the class, and Is it important for student or not. The teachers
and students alike; will answers all these inquires.

LITERATURE REVIEW

Numerous researchers wrote about Code-switching and code mixing from target language to
first language (English to Arabic). As a common phenomenon in second or foreign language
classrooms,

3
Code switching has studied extensively during the last two decades, both from a functional and
a structural perspective (Diebold, 1963 & 1969; Gumperz, 1982, 1969, & 1970). However,
there is disagreement concerning what constitutes code switching. Some consider switching to
involve entire phrases (Schaffer, 1978; Safi, 1992), while others include single words but
distinguish them from borrowing (will be explained later). Hudson (1980) distinguished
between code switching, code mixing, and borrowing in his section on the mixture of varieties.
He believes that code-switching is “the inevitable consequence of bilingualism” that leads
speakers to choose a language which the other person can understand”. (p. 51). Code switching
has commonly applied to the “ability of bilinguals to alternate between languages in the
linguistic repertoire” (Scotton, 1977; Valdes, 1982; Hasselmo, 1961; Zantella, 198 1). Scotton
and Ury (1975) propose, “code-switching is the use of two or more languages in the same
utterance or conversation, Davies (1992) believes that most code switching research has
focused on the syntactic dimension of code-switching, treating it as a structural phenomenon.
He believes that social and psychological dimensions have a great influence that deserves
attention. For that, he proposes that aspects like the speakers’ degree of proficiency in each of
the language, the attitude they have toward their own
Languages. Muysken (2000) defines three types of code mixing insertion, alternation, and
congruent lexicalization. In his view, insertion occurs when lexical items from one language
have incorporated into another. The notion of insertion, according to Muysken (2000),
corresponds
to what Clyne (1991) terms as “transference” and Myer-Scotton as “embedding”. However,
Macaro(1997) mentioned in his book that teachers switched from target language to first
language mainly to give and clarify instructions for classroom activities, to give feedback to
students, to translate and to check comprehension. This notion has very much connected to the
present study, as the researchers were more interested in findings out the underlying factors of
teachers code switching in classrooms, thus the feedback provided by Macaro (1997) was of
great benefit to come about the questionnaire for the students as one of the methods of
gathering information for this study.
However, researchers in support of crosslingual (code switching, code-mixing) teaching
strategy including Tikunoff and Vazquez-Faria (1982), Levine (2003), Chen Liping
(2004),etc., argue that L1 (the first language) can promote the learning of TL (target language)
and L1 deserves a place in FL classroom. Code switching, code mixing are a good strategy of
efficiency in FL teaching. Faced with conflicting opinions, the author of the present paper
holds a positive attitude towards L1 use in FL classroom. The study gives empirical evidence
 Translation Journal
http://www.translationjournal.net
April 2018 Issue

Fever of Code-switching and Code-mixing between Arabic and English in School’s Classrooms (2018) Mohammed H. Al Aqad

regarding the positive influence of teachers’ use of code switching in EFL classroom by
investigating the general situation of code switching, code mixing in English classroom of
Gaza strip-Palestine secondary schools.
Edwards (1995) points out that the switch is sometimes for emphasis, when arflot just is more
readily available in one language, but many other reasons for code switching have investigated.
These include the degree of intimacy between participants, the comparative linguistic skills of
the interlocutors, changes in content and purpose, and structural similarities between the codes
involved that facilitate switches at particular points in an utterance where grammatical items
are interchangeable. Georgakop olou (1997) looked at code switching and style-switching
(changing between social or stylistic variations of the same language code) in Greek e-mail
messages sent to friends. She found that the tyrro devices were important textual cues
signalling interpersonal relationships and alignments between participants (148). According to
her, code- and style-switching has used to signal a transition from a formal, transactional/
professional focus to a personal focus in messages that were predominantly transactional
and/or professional in content.
Simon (2001) says Code-switching has exploited as part of actual teaching methodology.
When the teacher knows the language of the students, the classroom itself is a setting that
potentially elicits code switching. Code switching is inevitable in the classroom when the
teachers and students share the same languages that regarded as a natural component of a
bilingual’s behaviour.
Arnfast and Jorgensen (2003), undertake systematic investigations of learners’ code-switching
show how code switching may develop into a bilingual competence in learners within the first
year of intensive training. Rodolpho Jacobson (1981) has proposed and tested a model, which
incorporates the use of code switching in the teaching of content courses in bilingual courses.
There are pros and cons to the application of the concurrent approach that is using two or more
languages in the same context. Cook (2001) discusses the relationship between code switching
and language teaching. She states that for many students the ability to go from one language
to another is highly desirable; there is not much point in being multi-competent if you has
restricted by the demands of a single language.

5
METHODOLOGY

DESIGN OF THE STUDY

To answer the research questions as formulated above, this study employed a qualitative
method. That is, it was based on open‐ ended questions and close-ended questions used in the
questionnaires in order to collect accurate data.

Data collection

7 teachers and 57 students have selected randomly from three high

schools in Gaza strip has conducted in the Questionnaires that applied
during English course; the researcher designed two questionnaires for
both teachers and students alike. The researcher used open, close-ended
questions to attain authentic result.

Participants

Table 1: Participants information (Students & Teachers) involved in the study

Name of Student’s T’s T’s years of S’s No. of No.

School Level Educational Experience Proficiency T of S
Qualification Level
Khaled

Alhassan Secondary Degree, 3 28

secondary school Diploma of 5 – 15 Intermediate

school Education

Kamal

Naseer 4 29

secondary

school

Total 7 57

To achieve reliable results of investigating teacher’s Code switching and mixing in EFL class,
two types of educational environments have chosen to participate in this study. Two secondary
school was included, Khaled Alhassan secondary school, Kamal Naseer secondary school. The
 Translation Journal
http://www.translationjournal.net
April 2018 Issue

Fever of Code-switching and Code-mixing between Arabic and English in School’s Classrooms (2018) Mohammed H. Al Aqad

reason behind the selection is to find out the code-switching and mixing scenario that takes
place in various types of schooling system in Palestine. 57 students of secondary level, of
intermediate proficiency were implicated in this study. Which, 29 students are from Khaled
Alhassan secondary school, 28 students are from Kamal Naseer secondary school. The students
were required to answer the questionnaire questions. In addition, 7 teachers from the 2 high
schools participated for the questionnaire; Majority of the teachers have at least a degree, a
diploma educational qualification and also have about 5 to 15 years’ experience in teaching
English in schools.

METHODS AND INSTRUMENTS

Student’s Questionnaire

Question 3 and 2 has asked in the questionnaire to investigate the reasons behind
teachers switching in the class and does the students benefit form CS/CM during
the lesson, while question 1 has questioned to explore the teachers and student
attitudes, performance toward code switching and mixing. Finally, the data
managed to answer the research questions.

Teacher’s Questionnaire

The questionnaire involved a total of 7 teachers were selected from 2 high

schools to attain the purpose of the questionnaire, in specific 3 teachers
from Khaled Alhassan secondary school,4 teachers from Kamal Naseer
secondary school. This questionnaire was conducted with the teachers to
elicit more information about why teachers code-switch or mix during
English classes. This method helps to clear the underlying reasons for the
teachers’ attitudes toward Code-switching and Code-mixing in the
classrooms.

7
FINDINGS

In order to get valid result in the questionnaire, the researcher employs the
same questions that used in the research questions.

Student’s questionnaire

Q1) Do you prefer when your teacher switch or mix from English (into, to)
Arabic during English lesson?

Yes No

57 0

For the first question, 40 students agreed that they benefit in learning
when their teachers switch and mix during the class.

Q2) Why do you think teachers switch or mix from English into Arabic
during English lesson?

To communicate with the 4

students easily
To be friendly and get closer 10
with the students
Arabic language is more 2
flexible than English
To give clearer instruction to 6
the students
To explain the meaning of 35
difficult words\ vocabulary

Answering this question, all 35 students agreed that their teachers

switching and sometime mixing to explain the meaning of difficult words,
a total; 10 students vote that their teachers do that to be friendly and get
closer with the students, 6 students vote that code switching or mixing
used to give a clearer instructions to students; 4 students said to
communicate with the student and only 2 students confirmed with Arabic
language is more flexible than English.
 Translation Journal
http://www.translationjournal.net
April 2018 Issue

Fever of Code-switching and Code-mixing between Arabic and English in School’s Classrooms (2018) Mohammed H. Al Aqad

Q3) Does your teacher usually switch or mix from English into Arabic
during the English class?

Yes No
57 0
For this question, total of 57 students agreed that their teachers use code-
switching and mixing, that is using from Arabic into English and
sometime vice versa.

Q4) Do you think teachers’ switching in both languages helps you to

upgrade you learning process?

Yes No

57 0

All 50 students confirmed that they code switching helps them to upgrade
their learning process during their classes.

Q5) How often does your teacher switch or mix from English into Arabic
during the class?

Always 7

Sometimes 46

Rarely 4
Never 0

A total of 46 students agreed that their teachers switch and mix from
English into Arabic only sometimes, 7 students voted for always, 4 voted
for rarely, but none for never.

Teacher’s questionnaire

Q1) Do you think the students benefit in learning when you switch or mix
from English into Arabic in the class?

9
 Yes No

7 0

All 57 teachers agreed that their students do benefit in learning when

teachers use switching or mixing during the class.

Q2) why do you switch or mix from English into Arabic during the English lesson?
To communicate with the
5
students easily
To be friendly and get closer
3
with the students
Arabic language is more
1
flexible than English
To give clearer instruction to
5
the students
To explain the meaning of
7
difficult words\ vocabulary

For this question, 7 teachers answered that they code switching or mixing
during the lesson ‘to explain the meaning of difficult words or
vocabulary’, a total of 5 teachers stated that ‘to give clearer instruction to
the students’, and also to communicate with them, 3 teachers said code
switching and mixing were used ‘To be friendly with the students’, and
only 1 teachers agreed with ‘Arabic language is more flexible than
English’.

Q3) Do you usually switch or mix from English into Arabic during the

English lesson?

Yes No
7 0
All 7 teachers from 2 high schools agreed that they already used CS\CM
during the class, also they said; code switching and mixing is a good
technique that the teachers should use more often during English class in
the future.

Q4) Do you think the students likes learning when you switch or mix in the
class?

Yes No
7 0
 Translation Journal
http://www.translationjournal.net
April 2018 Issue

Fever of Code-switching and Code-mixing between Arabic and English in School’s Classrooms (2018) Mohammed H. Al Aqad

All 7 teachers confirm that the students do benefit in learning when

teachers use coding during the class.

Q5) How does the teachers switching or mixing from English into Arabic in
class helps the students improve in their learning?

It helps to reduce my fear and shyness of asking questions in class 4

It makes my learning easier and faster 7
It enables me to understand the content better 6
It enables me to understand the instructions clearer 3
I can get to know the meaning of difficult words 7

All 7 teachers agreed that using coding in the class helps the student to
improve and upgrade their learning in terms of, enabling them to know
the meaning of difficult words, make the students learning process easier
and faster, a total of 6 teachers voted that it helps the students to
understand the content better, while as; 4 teachers agreed that it may
reduce the fear and shyness of asking questions in the class, only 3
teachers voted that code switching helps student to understand the
instructions clearer.

RESULTS & DISCUSSIONS

This section presents the results on code‐switching and mixing in EFL

classrooms. All the questions and data collected from the teachers and
students questionnaires were to investigate the use of code switching and
mixing by teachers in the classrooms during English lesson. For more
detailed, the data collected from both questionnaires will be discussed in
relation to the research questions provided.

The students’ questionnaire has provided evidences for the use of code
switching\mixing by teachers inside the classrooms. This data is further

11
enriched by Q1 from the students’ questionnaire as well as Q1 from the
teachers’ questionnaire.

In addition to that, data from Q2 from both questionnaires also show that
both students and teachers use code-switching\ mixing during the lesson
in order to explain the meaning of difficult words and vocabulary.

Based on the data from Q3 from student and teachers questionnaires, it has revealed that the
all of students and teachers agreed that they use code switching in the class. This further
confirms the use of coding by teachers during the English lesson.

The result from Q4 from student’s questionnaire clears that all students confirmed the using of
code-switching and code-mixing helps them in improving their learning better. In the other
hand there was a wide consensus among all the teachers that code switching and code-mixing
benefits the students and teachers alike, and help them improve the learning and teaching
process. Data from Q5 from students questionnaire, display that most of students confirm that
their English teachers sometime use CS\CM during the English class in order to make the
learning process more easier and faster for students

Similarity; the result from Q5 from teachers questionnaire, explore that all teachers agreed that
the most students and teachers perceive code-switching \ mixing as a technique to help students
in leering the meaning of difficult words or vocabulary, and make the learning easier and faster.
Moreover, it’s significant to note that the close amount of votes for all the other choices
indicates equal importance of these aspects in helping the students:

Through my study as student of one of EFL courses, I have realized that there is a widespread
consensus among English teachers that students’ performance is markedly better, when the
teachers use CS\CM from time to time in the English class.

In addition, some subjects have reported difficulty in coding for their language diaries due to
delicate differentiation between pure Arabic and a low level of English mix in Arabic speech.
In some cases,
English proper names and acronyms have not counted as English linguistic elements. In other
words, certain English words have become somewhat lexicalized in Arabic and treated as pure
Arabic.
Examples includes; “Mummy” (pronounced as mama- ‫)ماما‬, baby - )‫ )بابي (طفل‬pronounced as
bibi, etc.
 Translation Journal
http://www.translationjournal.net
April 2018 Issue

Fever of Code-switching and Code-mixing between Arabic and English in School’s Classrooms (2018) Mohammed H. Al Aqad

CONCLUSION

This research has looked into the status of teaching EFL at the Gaza strip high schools. The
finding revealed that most of the English teachers used CS\CM during their teaching. In
addition, some subjects have reported difficulty in coding for their language diaries due to
delicate differentiation between pure Arabic and a low level of English mix in Arabic speech.
It is notable that coding needs more studies in connection with power and ideology. Results
shows that teachers claim CS\CM are important in enabling the student to understand the
English lesson better; most of the subjects also seem to come to a consensus that there should
be future use of code switching and mixing to facilitate learning process.

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