As stated by Gal (1988, as cited in Wardaugh, 2002), code-switching is used as a very useful
conversational skill through which people can build, break, or make changes on
their relationships with one another on the basis of their rights, obligations,
or purposes. Since bilingualism or multilingualism prevails throughout the
world, code-switching is viewed as a natural phenomenon which has attracted a
great deal of research attention.
According to Blom and Gumperz’ study (1972, as cited in
Sridhar, 2002), there are two different kinds of code-switching: One is called
a situational code-switching which occurs with the change of situation without
altering the topic, and the other is a metaphorical code-switching which takes
place for signaling a quotation, giving a laughing marks in a joke, or putting
emphasis on a particular point in lectures of conversations. In this respect,
code-switching happens in a fairly systematic and functionally motivated way
but quite subconsciously, not in an arbitrary
or random fashion. These notions of code-switching were well developed and
presented in Adendorff’s study in a highschool classroom in South Africa which
is a multilingual society. As shown in his study, teachers switched their code
from English to Zulu for two broad purposes: social and educational objectives.
In other words, the teachers used Zulu language when they needed to provide the
students with scaffoldings to
establish better understanding of his lecture (i.e., conveying or introducing
technical terms for the first time, repetition or reinforcement of the key
concepts), check the students’ comprehension, and give the class some clues as
to what comes next in the teacher’s lecture. I have always believed that some
senses of predictability in sequence would promote feelings of security among
students in class.
Regarding social functions or purposes, the teachers in
the study code-switched when they are to provide compliments on the students’
achievement or to make special bonds between the teacher and students.
Based on my understanding of code-switching as well as
the experiments and results from Adendorff’s study in South Africa, if I had an
opportunity to teach grammar in an English as a Second Language (ESL) class for
newly immigrated or international Korean students here in the U.S., I would be
highly sensitive to the situations where code-switching or mixing is required. For
example, in such a classroom where the students and I share the common first language
(L1) and use English as the formal medium of learning and teaching, sporadic
use or switch into our common language during the lecture would establish solidarity as Korean, thereby promoting
the students’ confidence and comprehension in class. Although subconsciously
occurring, when it comes to introducing the culture-bound expressions or subtle
semantic meanings in nuance that
English expressions have, the students would better figure them out when
code-switching takes place into their L1. This way, the cultural gap between
two languages in this multilingual community would be reduced by means of
code-switching or mixing. However, this code-switching or mixing would not
occur as the lexical gap-filler for
one or two words, but take place in any forms such as words, phrases, clauses
or sentences. In other words, it would not be an involuntary code-mixing, but
rather be the stylistic switching.
I know for sure that if teachers are well aware of the
effects that code-switching have in their classrooms, students and the teacher can
be united around solidarity which would lower the affective filter within each
ESL student, and thereby improving their language learning in the end.
Expressions
code-switching/ mixing: (noun)
the term identified in 1977 by Carol Myers-Scotton and William Ury as the “use
of two or more linguistic varieties in the same conversation or interaction.” Code-switching is the practice of moving
between variations of languages in different contexts.
arbitrary:
(adjective) based on random choice or personal whim, rather than any reason or
system
scaffolding:
(noun) contextual supports for meaning that are provided through the use of
simplified language, teacher modeling, visuals and graphics, cooperative
learning and hands-on learning
solidarity:
(noun) unity or agreement of feeling or action, especially among individuals
with a common interest; mutual support within a group.
semantic:
(adjective) relating to meaning in language or logic
lexical:
(adjective) relating to the words or vocabulary of a language
gap-filling:
(noun) conscious of subconscious vocabulary compensatory strategies used in
solving a vocabulary problem or deficiency
e.g.,
circumlocution
References
Kachru, B., & Nelson,
L. (1996). World Englishes, In N.H. Hornberger, & S. L. McKay (eds.), Sociolinguistics and language teaching (pp.
71-102). NY: Cambridge University Press.
Wardaugh, R. (2002). An
introduction to sociolinguistics. MA: Blackwell Publishing.
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