Assignment 1 Task 3

Code-Switching should be seen as a resource in the classroom, not as a failure to

teach in the target language (in this case is English).

by

Irfan Rusmar
211076913
E 700/ESM 700

Code-switching has been a part of learning for a long time. The use of code-switching is
significantly related to the language use in teaching and learning and automatically related to
the communication. There are many advantages of using it to encourage and enhance students
in the second language classroom to improve their proficiency in their second language and in
the context of the lesson. In this essay, I will focus on explaining the advantages of code-
switching in the teaching and learning process with several examples in the following
paragraph.

Firstly, talking is a significant element that we can use as an important medium in the teaching
and learning process. It is framed by a conception of mediated learning and of the
communicative and cognitive roles of speech. Learners need to talk in their learning as a
function of fluency in the language communication.

Spoke about the use of talking has closely linked to the use of language, especially in learning.
Furthermore, using language in the classroom recently has developed widely into using
bi/multilingual approaches as the medium of teaching and learning process. Cummins (1982;
Setati & Adler, 2000: 245) revealed there is a relationship between learning, levels of
proficiency and the additive or subtractive model of bilingual education in schools. Moreover,
Secada (1992 cited in Setati, 2000) has provided a research about the model of bilingualism
(English) and the relationship with achievement in mathematics learning. In particular, the oral
proficiency in English without the use of learners’ main language instruction was pessimistically
related to achievement in mathematics.

For example, in my experience in teaching mathematics in English in Aceh, there are many
students who have difficulties understanding my mathematics English and English daily
conversation during the explanation of the context. In addition, they are likely easier to
understand the lesson when the explanation of the context is expressed in mix, English-
Indonesian than in only English. As Mercer (1995 cited in Setati & Adler, 2000: 246) expressed
talking as a part of social thinking tools, there is no surprise if several problems arise when
some part of learning is not drawn with learners’ main language.

Therefore, in language practices of bi/multilingual classroom, we, as the teachers need to

switch the languages frequently, to shift emphases and develop an understanding of the
complexity of the practices. This reinforced by statement from Setati & Adler (2000: 246), an
important aspect of bi-/multilingualism is code switching.

Secondly, code-switching has attracted a considerable amount of attention for quite a long
time. The issue of linguistic switch in foreign language as a second language (in this term is
English) has been a main subject of scientific study. Burenhutt & Mattsson (1999: 59) said that
code-switching in general has been a significant attention of great scholarly in the recent
decade.

Particularly, in the mathematics subject, code-switching has been a focus for learning and
teaching resources of a range studies in the recent past, for example, Adler, 1996, 1998; Arthur,
1994; Khisty, 1995; Moschovich, 1996, 1999; Setati, 1996, 1998 (Setati & Adler, 2000: 246).
Moreover, the use of code-switching expected to occur in bi/multilingual setting of learning
mathematics in English, because the mathematics learning is more complex than learning other
subjects. In other words, learners’, on the other hand, have to cope with the language of
mathematics and new language, in this case is English, where mathematics taught by the
teacher.
According to the explanation above, in my opinion, without using the code-switching in the
bi/multilingual teaching and learning process, some ideas from students who have lower
proficiency in other languages or second language, would find the difficulties to expose their
knowledge in the teaching and learning process. The research that has done by Stati et al
(2002) in South Africa find the key which reveals learners’ written work may conceal
misconceptions without peer discussion in the learners’ main language. This is similar with
Nation (2003: 1) opinion that said first language has a small but vital role in the context of the
lesson that taught in second language.

According to Nation (2003), there are many reasons to switch the language use in learning from
L2 to L1, or conversely. Firstly, it is natural to use the first language among people who live in
the same place and have the same language. Secondly, there is an easier and effective way to
communicate by using the first language to discuss the content of the lesson, and thirdly, it will
minimize the embarrassment among the students who are not so confident talk or explain the
lesson by using the second language such as English.

Additionally, Sert (n.d) expresses the function of code switching as a way for teachers to
construct the understanding of their students about the second language. It can be used by
transferring the new content and meaning that gradually switched by the teachers according to
the topic that is under discussion.

However, for the rural area in Aceh that there are many students still using Acehnese as their
main language in the teaching and learning process, I personally believe code-switching is
difficult to implement. In fact, they not only difficult to use English as the second language but
also Indonesian language as well, in their learning process.

Finally, with respect to all points above, I suggest that code-switching can be considered as a
useful strategy in classroom learning that taught by using the second language, with the
purpose to clarify the meaning of the lesson and to transfer knowledge in an effective way. It
should be kept in mind that teachers have a vital role to prevent several damages in learning by
using the target language.
Reference

Burenhutt, N. & Mattsson, A.F. (1999). Code-Switching in Second Language Teaching in French
[Online]. Lund University, Dept. of Linguistics. Working Papers 47. 59 – 72. Retreived on
16th December 2010 from
http://www.sciecom.org/ojs/index.php/LWPL/article/view/2322/1897
Nation, P. (2003). The Role of the First Language in Foreign Language Learning. Asian EFL
Journal, 5(2), 1 – 8. Retrieved 28th September 2010, from Directory of Open Access
Journals.

Sert, O. (n.d). The Function of Code-Switching in ELT Classroom. The Internet TESL Journal
[Online]. Retrieved on 15th December 2010, from http://iteslj.org/Articles/Sert-
CodeSwitching

Setati, M. et.al. (2002). Incomplete Journeys: Code-Switching and other Language Practices in
Mathematics, Science and English Language Classroom in South Africa [Online].
University of the Witwatersrand, Private Bag 3, PO Wits 2050, South Africa. Retrieved on
15th December 2010 in
http://www.informaworld.com/smpp/title~content=t794297816Incomplete%20Journey
s:%20Code-switching%20and%20Other
Setati, M., & Adler, J. (2000). Between Languages and discourses: Language Practice in Primary
Multilingual Mathematics Classroom in South Africa. Educational Studies in
Mathematics, 43, 243 – 269. Retrieved 28th September 2010, from
http://www.mamokgethi.com/pdf/19pub.pdf