JOURNAL OF

FOREIGN
LANGUAGE
TEACHING &
LEARNING
Volume 3, No. 1, January 2018

Indah Puspawati
is a lecturer in English Educa�on
Teachers’ Use of Code Switching
Department of Universitas
Muhammadiyah Yogyakarta. She
in EFL Classroom and its Functions
has been teaching English as a
foreign language since 2002, and
has taught various subjects such as
Material Development, Issues in
Language Teaching and Learning,
Language Assessment and Evalua-
�on, etc. Her research interests
include teaching methodology,
cri�cal pedagogy, democra�c
language assessment, Students’
voices in language teaching and
learning, and material develop-
ment.

42-51
ABSTRACT
The debate about the use of L1 (first language) in EFL (English as a Foreign Language) classes has
been around since the teaching as a foreign language itself. The arguments that support the use
of L1 use in EFL classes claimed that L1 can be a great tool for students for L2 (English) acquisi-
tion and learning. This claims lead to the EFL teachers’ use of code switching (CS) in the class-
room. This research aims at investigating the teachers’ belief about code switching and its func-
tion in EFL classroom. Three experienced teachers of English Language Education Department in
a private university participated in this study. The study used observation and interview as the
data collection methods. The observation was done through video recording on class sessions,
and the interview was done to confirm teachers’ use of CS based on the recording. The result
reveals that the teachers have made informed decision on their teaching practice, especially on
the use of CS as a teaching method to facilitate students’ learning. The teachers mostly used
inter-sentential switching in CS. The reasons for using CS in the classroom were to help students
learn, to facilitate students with low level of L2 proficiency and to teach efficiently. The functions
of teachers’ CS were to construct and transmit knowledge, to manage the class, and to build inter-
personal relation with the students. This study indicated that teachers in this research were aware
of the use of CS in teaching and learning L2 to facilitate learning.

Keywords: code switching, code switching in EFL class, teachers’ beliefs

INTRODUCTION
Codeswitching (hereafter CS) is “an individual’s use of two or more language varieties in the
same speech event or exchange” (Wooland, 2004, pp. 73-74). Bullock and Toribo (2009) defined
CS as “the ability on the part of bilinguals to alternate effortlessly between their two languages”
(p.1). This definition indicated that CS only occurs among people who master two or more differ-
ent languages, and their practice of the use of these languages in communication. However, there
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Journal of Foreign Language Teaching & Learning Vol.3 No. 1, January 2018

are two opposing argument on the reasons standing of the teaching materials (Widia,
why people code switch. The first argu- 2015), and provide students with compre-
ment stated that CS was a result of hensible input, especially for lower level
language incompetency by bilinguals that students (Fatima, 2016). The research by
may indicate problems in the mastery of Kustati (2014) also showed that when
one of the languages (Edwards & Dewaele, teachers used CS the classroom engage-
2007; Wooland, 2004). For example, ment was improved because the students
non-native speakers of English may switch understand the instruction better.
to their first language because they forget
the English words, or they do not know the On the other hand, research about the
English expression they want to use. On the use of CS in EFL classes in Indonesian con-
contrary, another argument stated that CS text also revealed some concern about the
is actually an evidence of bilingual/multi- over-use of CS in the classroom that may
lingual competence, which means that CS affect negatively toward the teaching and
can be seen as an additional communica- learning process. Teachers were also con-
tion sources that bilinguals can use (Bullock cerned that students may get used to CS,
& Toribo, 2009). The use of CS is a compe- and it can decrease the willingness of the
tence that bilinguals/multilinguals have, students to speak English (Kustati, 2014). A
since to do CS speakers must have complex study by Fhitri (2017) also indicated that
knowledge about the languages and the teachers’ use of CS was not a strategy that is
cross-cultural communication norms consciously used by the teachers to facili-
(Kustati, 2014). tate learning. Instead, teachers used CS
because they were influence by the
The use of CS may also be found in a students who use first language, which was
classroom context, especially in classrooms considered as a distraction when teachers
that consists of bilingual, or even, multilin- used English (Fhitri, 2017). Sakaria and
gual speakers, such as foreign language Priyana (2018) also pointed out that exces-
(L2) classes. Although there is a tendency sive use of CS in EFL classroom may make
to impose the use of only L2 in such classes, students overly dependent. They encour-
CS phenomenon is unavoidable. Especially aged teachers to use CS cautiously, so that
in Indonesia, as a multilingual and multi- it can facilitate learning. Thus, although the
cultural country where people speak more use of CS can be beneficial for EFL class-
than one languages and dialects, the use of room, cautions should be considered
CS in English as a foreign language (EFL) whether teachers use CS as a strategy to
classes is inevitable. In the classroom con- facilitate learning, or they just use CS as a
text in Indonesia where teachers and sign of teachers L2 incompetency.
students share the same first language,
research (Kustati, 2014; Nurhayati, 2014; This research investigated the use of
Widia, 2015; Fatimah 2016; and Fhitri, 2017) code switching done by Indonesian teach-
showed that CS was used by teachers in ers in university context and explored the
EFL the classrooms. The research indicated functions of those CS in teaching and learn-
that teachers used CS in teaching and learn- ing process. Two research questions that
ing process for various reasons. The main this research investigated are:
reason would be to facilitate students’ 1. How are Indonesian university teach-
learning because by using CS teachers ers’ code switching functioned in EFL class-
believed that they increase students’ under- es?
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Journal of Foreign Language Teaching & Learning Vol.3 No. 1, January 2018

2. How do Indonesian university teach- Functions of teachers’ code switching

ers perceive the use of code switching in in EFL classes
their EFL classes?
Research reported that teachers’ CS in
This research is hoped to be able to give EFL classes functioned for three major pur-
contribution to understanding about the poses such as for constructing and trans-
teachers practice of the use of CS in the mitting knowledge (Qing, 2010; Jingxia,
classroom as a strategy to facilitate class- 2010; Azlan & Narasuman, 2013, Shay,
room learning. Besides, the result of this 2015, and Fhitri, 2017), for classroom man-
study can be used as a reflection for teach- agement (Mugla, 2005; Tien, 2010; Shay,
ers on their practice of using CS in their and 2015), and for affective functions
classroom so that they can use CS effective- (Qing, 2010; Widia, 2015; Fhitri, 2017, and
ly. Sakaria & Priyana, 2018). First, research
reported that teacher often code switch to
LITEARURE REVIEW first language when teachers explain com-
plex concept to the students such as gram-
Types of code switching mar, new vocabulary, and the content of
the textbook. Teachers were reported to use
In terms of types of code switching, this CS in this situation in order to help
research focused on the categorization pro- students understand the concept better and
posed by Poplack (as cited in Jingxia, 2010). understand the English text better. When
Types of CS were divided into three catego- constructing and transmitting knowledge,
rized types of CS into three categories teachers felt that it is important to use
namely “tag switching, inter-sentential language that students understand, and
switching and intra-sentential switching” using CS was sought as a strategy that
(p.11). “Tag-switching is the insertion of a teachers used to accommodate that pur-
tag phrase from one language into an utter- pose.
ance from another language; Inter-senten-
tial switching occurs at a clause or sentence Second, the function of CS is for class-
boundary” (Jingxia, 2010, p. 11), while room management; teachers often used CS
“Intra-sentential switching occurs when to give instructions, to regulate students’
words or phrases from another language behaviour and to maintain the flow of the
are inserted into a sentence of the first class. Teachers tend to use L1 to give
language” (Yletyinen, 2004, p. 15). Among instruction to the students to ensure that
the three types of CS, the intra-sentential is every student comprehend the instruction
considered the most complex one, and can correctly and do the intended activity
only be used by fluent bi/multilinguals, precisely (Mugla, 2005). Teachers typically
while inter-sentential switching requires use L2 for giving instruction but then give
more fluency than the tag switching (Jingx- L1 translation to ensure all students have
ia, 2010). From the previous explanation, it understood them and applied them
can be inferred that intra-sentential is the correctly (Mugla, 2005; and Tien, 2010). The
most difficult to do, and tag switching is next function of CS in classroom manage-
the least difficult ment is to regulate students’ behavior. It is
also speculated that when conflict and
tension happened in the classroom, teach-
ers often consciously used L1 to show their
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Journal of Foreign Language Teaching & Learning Vol.3 No. 1, January 2018

authority (Tien, 2009). Similarly, Fhitri teachers were aware that CS that they did
(2017) also reported that teachers used CS have certain functions that could help their
to get attention from the students when students learn L2 effectively and efficiently.
they make noises when teachers explained Another study by Songxaba, Coetzer, and
the lesson. Sakaria and Priyana (2018) also Molepo (2017) which investigated the
reported that CS were often used for main- teachers’ perception on the use of CS as a
taining the flow of the class to keep the con- strategy in second language teaching in
versation going. Afrika. This study also revealed that teach-
ers also hold positive perception about the
Lastly, teachers also use CS for affective use of CS in this study. Their study also
functions such as building interpersonal revealed that teachers were aware that the
relation with the students in the classroom. use of CS in second language learning is a
The use of CS in the classroom may contrib- good strategy for L2 learning, and they all
ute to creating a more supportive language expressed that they did not use only L1
environment that enables teachers to build when teaching L2 because they believed
solidarity and intimate relations with the that it cannot improve the students’ com-
students (Qing, 2010; Widia, 2015). Fhitri munication skills. These studies revealed
(2017) reported that teachers often use CS that despite the controversies on using L1
to create relaxed and informal classroom in teaching EFL classes in the form of CS,
situation, which may encourage students to teachers have had to be aware that CS has
participate in the classroom activity to be sought as a strategy in teaching and
(Sakaria & Priyana, 2018). A study by Tien learning, not be sought as a tool to conceal
(2009) also revealed that when teachers their incompetence in using L2. This study
were engaged in informal conversations was carried out to find out whether the
with students, they switched to L1 Raschka teachers in this study have made informed
et al. (2009) emphasize that teachers often decision in using CS in the classroom as a
use L1 before starting the formal lesson to strategy in EFL classes.
establish a closer relationship with the
students. RESEARCH METHODOLOGY

Teachers’ perception toward the use of This study used a descriptive qualitative
CS in ESL classrooms research design which explored the func-
tion of teachers’ code switching in EFL
Some research reveals that teachers hold classes and the teachers’ perception on the
positive attitude toward using CS in ESL use of code switching in their EFL classes.
classrooms. For example, a research by Based on the aims of the research, descrip-
Jingxia (2010) reported that teachers agreed tive qualitative is an appropriate design
that the use of CS in the classroom gave a because descriptive qualitative research
great benefit for classroom teaching and design is usually used to explore the partic-
learning process. The teachers in her ipants opinion, believes, and/or thoughts.
research explained that the use of CS The participants of the research were
helped the teachers in explaining grammar three (3) teachers who teaches EFL classes
and vocabulary which facilitated the in university level in Indonesia. The teach-
students’ learning. Although the teachers ers taught in an English Language Educa-
in this research claimed that they used CS tion Department that prepares the students
unconsciously - CS came naturally – the to become EFL teachers starting from
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Journal of Foreign Language Teaching & Learning Vol.3 No. 1, January 2018

elementary school to senior high schools. students of university and aimed at

Pseudonym is used to describe the partici- developing students’ speaking and listen-
pants to protect participants’ identity. The ing skills.
participants in this study were Mr. Alvin,
who had taught EFL classes 7 years, and The video recordings, then, were anal-
had masters’ degree in English Education, ysed by the researchers to note on the use of
Ms. Dina, who has experience in teaching CS and to categorize the functions of the CS
EFL classes in university level starting from that the teachers used. The researchers
2003 (15 years) and masters’ degree in Inno- noted the events sampling where teachers
vative technology in education, and Ms. used CS throughout the class then catego-
Pamela, who had five years of experience in rizes the events into types of CS and func-
teaching EFL classes and hold master’s tions of CS. Then, the note and the catego-
degree in Teaching English to Speakers of ry, then, was used as a guideline to inter-
Other Languages (TESOL). These teachers view the teachers to ask about their percep-
were selected for some reasons. First, the tion of their use of CS in their classroom.
teachers have, at least, five-year experience The researcher used a semi-structured
in teaching EFL classes. The experience in interview where she asked the participants
teaching EFL classes is important consider- about what they think about the use of CS
ation in this research since with their expe- in EFL classroom, if they were aware when
rience, the researcher believed that the they use CS, and what were the functions of
teachers can offer their professional opin- their use of CS in the classroom. The inter-
ion about their practice in the classroom, in views were tape recorded for the purpose
this case, the use of CS. of data analysis. The recordings, then, were
transcribed and analysed by coding the
This research used observation and data to find the emergence themes from the
interview to collect the data. The observa- interview related to the teachers’ percep-
tion was carried out by video recorded the tion on the use of CS and its function.
teachers’ class sessions focusing on the
teachers’ use of classroom code switching. FINDINGS AND DISCUSSIONS
The video recorded was done without the
presence of the researcher to maintain the This section explained about the find-
natural flow of the class. Each class of the ings both from the observation and the
teachers was a four-credit class which interview. For the first part, researchers
lasted about three hours and twenty min- described the data from the video-recorded
utes, so the researcher decided to only observation on the events sampling where
record one session of the class because she the participants used CS in the classroom,
thinks that the data collected from one then followed by the interview that
session of the class was plentiful to collect explained why the teachers used CS in
the data about the use of CS from the those instances. The next session discussed
participants. The researcher recorded Mr. about the teachers’ perception on the use of
Alvin’s class of Listening and Speaking for CS in their EFL classes which resulted from
Career Development, Mr. Dina’s class of the interview.
Listening and Speaking for Daily Conver-
sation, and Ms. Pamela’s class of Listening
and Speaking for Daily Conversation.
These classes were offered to first year
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Journal of Foreign Language Teaching & Learning Vol.3 No. 1, January 2018

Functions of CS in EFL classroom prehension. Jingxia’s (2010) research also

revealed that teachers used CS to translate
To understand the functions of teachers’ unknown vocabulary items, explain gram-
CS in the classroom, the researcher record- mar, and to emphasizing some explanation
ed three class sessions. Each class was points.
recorded for about 200 minutes or 3 hours
and 20 minutes. The recordings were, then, On the contrary, Ms. Dita did not use CS
analysed to see the functions on the teach- in explaining grammar. In the interview,
ers’ CS. The recorded class session revealed Ms. Dita argued that she thought that she
that the teachers used CS for many purpos- did not have to switch to L1 in explaining
es. First, it is recorded that CS was used the grammar points because the grammar
when teachers introduce new vocabulary she explained on the day the class was
and language expressions, explain gram- recorded was simple, and she also stated
mar points, and explain content (function that the students seemed to understand her
of telephoning). For example, in the begin- explanation in L2 well. From this finding, it
ning of the class, Ms. Pamela required the can be seen that the use of CS was not only
students to read verses of the Quran and determined by the concept that the teachers
their translation. She then used CS to intro- wanted to deliver, but also determined by
duced vocabulary in the English translated the students’ needs. This finding is sup-
version of the verses of the Quran. Mr. ported by Stylianou-Panayi (2015) who
Alvin also used CS when introducing new argued that teachers’ use of CS should be
words, phrases, and expressions used in done for the better result of the students,
making phone call. Besides for explaining and the amount of CS used by teachers
new vocabulary and explaining, the record- should also decided to cater the students’
ed showed that CS was used for explaining need.
content.
Next, there were some instances in this
In the interview Ms. Pamela argued that research where teachers used CS for class-
using L1 for introducing new vocabulary room management purposes. The most
and grammar point is more efficient, and frequent that the teachers did was using CS
students seemed to understand the words for giving instructions, introducing lesson’s
or grammar point quicker that when she objective, and repeating questions. There
explained them in L2. When explaining were many events in the recording that
about how to make phone conversation, showed when teachers gave instruction to
Mr. Alvin also used CS. He switched from the students they often use CS to make sure
L2 to L1 and vice versa because he claimed that the students understood what they
that to do phone conversation correctly, have to do for their classroom activity.
students must know about the cultural Besides for giving instruction, there was
aspects about phone conversation, so one even recorded that Mr. Alvin also used
explaining the cultural aspects is easier to CS to introduce that day’s lesson objective,
be done in L1. The finding of this research and in the interview, he claimed that he
is similar to the research done by Sakaria used CS to ensure that students understand
and Priyana (2018) who suggested that CS the objective of the lesson so that he and the
can facilitate teachers to communicate com- students can work together to achieve the
plex concept in L2 and can also be used to objectives. In addition, teachers also used
increase students’ understanding and com- CS for repeating questions. Questions are
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Journal of Foreign Language Teaching & Learning Vol.3 No. 1, January 2018

considered important in teaching and themselves as the authority figures and the
learning process. Mostly, teachers used students, in order to express a degree of
questions to facilitate learning and compre- solidarity or a jocular relationship between
hension. That is why it is very important the teacher and students. That use of CS
that students understand the question in may enable the teachers to build up solid
order for them to learn. relationships with students in classrooms
(Tien, 2009). Raschka et al. (2009) also
The result of this research about the use emphasize that teachers often use L1 prior
of CS for giving instruction is similar to the to the start of the formal lesson to reduce
studies by Mugla (2005), and Tien (2010). distance between them and their learners;
Mugla (2005) also confirms that the teach- and when the distances are reduced, teach-
ers typically use L2 for giving instruction ers may establish solidarity and a close
but then give L1 translation to ensure all relationship with their students. Humour
students have understood them and that the teacher used in this study can be a
applied them correctly. Tien (2010) seems way to reduce distance and gap between
agree with those statements by stating that the students and the teacher.
teachers switch from L2 to L1 to give
explicit classroom instructions such as Teachers’ perception on using CS in
directing students to be engaged in pair or EFL classroom
group discussions or to perform certain
classroom activities. The use CS to repeat In terms of language of instruction, Mr.
questions was supported by Mugla (2005) Alvin mainly used L1 (Bahasa Indonesia)
who argued that the teacher uses L1 to as the language of instruction, he some-
present the question that is easier to under- times used English in the observed class
stand by the learners, so that the teacher session. The observation revealed that Mr.
can elicit appropriate answers. Alvin code switching happened mostly
from L1 (Bahasa Indonesia) to L2 (English).
The last function of the CS that was Ms. Pamela and Ms. Dina used English (L2)
shown in the recording was for affective as the language of instruction. Ms. Pamela
purposes. In this research, the teachers sometimes used CS in her teaching, and the
used humour to build interpersonal rela- CS happened between L2 (English) and L1
tion with the students. In many incidences, (Bahasa Indonesia), while Ms. Dina never
Ms. Pamela Switched from L2 to L1 when use L1 during the observed class session.
she told jokes to students. In the interview, These research findings about the practice
Ms. Pamela stated that she used L1 to tell of using CS in EFL classroom may reflect
jokes because the jokes would be under- the controversies whether teachers should
stood easily when it is done in L1. When or should not use the L1 while teaching the
asked about what the function of the joke in L2 (Stylianou-Panayi, 2015). Those who
her class was, she argued that it functioned believe to use L1 in teaching L2 argued that
to build a friendly and relaxed atmosphere L1 gives a powerful influence on the learn-
with the students because she believed that ing process, since learners tend to use L1 as
when students feel close with the teacher a starting point when they learn a new
and feel relaxed in the classroom, they will language (Mugla, 2005). While those who
learn better. This statement is supported by disagree of using L1 argued that teachers
Tien (2009) who stated that teachers also can avoid using L1 in EFL classroom by
employed L1 to bridge the gap between using certain techniques (Stylianou-Panayi,
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Journal of Foreign Language Teaching & Learning Vol.3 No. 1, January 2018

2015). However, no research or theories are lost when they use L2 only and they use
suggested the use of L1 only or over use in L1 to clarify their explanation or their
an L2 classes. As Ghobadi & Ghasemi instructions. Ms. Pamela also argued that
(2015) recommended that careful use of L1 she used L1 as the last resource when using
in foreign language learning should be con- L2 seemed to be too confusing for the
sidered, so that the use of L1 can be benefi- students. This result of the interview was
cial to speed up the process of L2 learning. also supported by the observation result
that showed that the teachers did code
In terms of types of code switching, the switch to L1 after several receptions of
most frequently used of CS was the explanation in L2. Apparently, L1 was used
inter-sentential switching where the teach- unless the teachers thought that the
ers switch between clauses or sentences. students had not understood the teachers’
The second mostly used types of CS was explanation or instruction. In other words,
the intra-sentential switching when the the use of CS by the teachers indicated that
switching happened within clauses and the teachers were aware that CS is a benefi-
sentences, and the tag-switching was the cial instruction technique in teaching L2
least CS types that the teachers used. The (Sakaria & Priyana, 2018).
findings of this research about the types of
CS that the teachers used is similar to stud- The second reason of using CS was
ies conducted by Jingxia (2010), Azlan and when the teachers thought that the
Narasuman (2013), and Hayati (2014). students’ English competence is low.
During the interview all the teachers
The interview with the teachers revealed expressed that they will immediately
that all teachers mentioned that they are switch to L1 when they saw that the
aware or conscious that they use CS. So, the students’ L2 competence is still low that the
use of the CS in their classrooms was some- use of L2 only in the classroom would not
thing that the teachers do deliberately, not facilitate learning. As Bullock & Toribo,
something that they do unconsciously. This (2009) argued that learners, especially in
research result is contradictory with the the early stages of learning, often use their
research by Jingxia (2010) that revealed that first language (L1) due to their temporary
teachers code switching occurs automati- or permanent gap in language knowledge
cally or unconsciously. However, the con- or a process referred to as crutching. The
scious use of CS may indicate that the teachers use of CS from L2 to L1 were
teachers in this research were aware of the meant for crutching for the students. Fati-
function of L1 to help the learners learn L2. mah’s (2016) research also supported that
This is indicated by the reasons on why teachers used CS when they taught
they do the CS. students with low level of proficiency.

The first reason why the teachers in this The third reason expressed by the teach-
research used CS in the classroom is to help ers to use CS in the classroom was for
students learn. Two teachers argued that efficiency consideration. The teachers
the use L1 and L2 in turns to help students expressed that sometimes it is time con-
understand the materials that they suming to give complex instruction or to
explained, so that the students can learn explain complex concept using L2 because
from the class. They also expressed that they must repeat the instruction and the
sometimes they can see that the students explanation several times to make ensure
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Journal of Foreign Language Teaching & Learning Vol.3 No. 1, January 2018

comprehension. Then, teachers argued Regarding to the functions of using CS,

that switching the instruction and explana- teachers used CS for constructing and
tion to L1 will be time efficient. This reason transmitting knowledge such as introduc-
was also expressed by Shay (2015) who ing new introduce new vocabulary and
argued that by using CS to give instruction, new language expressions, explaining
to clarify meaning and to stress importance grammar points, and explaining content.
of the L2 content may result in efficient CS used by the teachers in this research also
comprehension. In addition, by simplifying function as a tool to manage the class or
the comprehensible input for learners, the classroom management. The teachers used
use of L1 for this purpose may sometimes CS when giving instruction and repeating
encourage students to participate and pro- questions. The use for CS was meant to
duce the desired L2 responses (Mugla, facilitate students understanding in the
2005; Raschka, Sercombe, & Chi-Ling, classroom. The last function was for main-
2009). These reasons of using CS from the taining interpersonal relation between
teachers clearly showed that the teachers teachers and students through humor to
participated in this research showed that maintain a close and friendly atmosphere
they made informed decision on their for the students.
teaching to use CS as a tool to help them
teach effectively and efficiently that may The recommendations from this
lead to students learning. research are that teachers need to be aware
of the functions and reasons on the use of
CONCLUSION AND RECOMMENDA- CS so that CS can be used as a great tool to
TIONS facilitate students learning. CS is not an
escape for teachers whose language profi-
The results revealed that all the partici- ciency is low, but it is a teaching and learn-
pants in this study used CS in their EFL ing facilities when it is used correctly and
classrooms, and they sometimes switched appropriately can help students learn
from L2 to L1, and vice versa, and they con- better and help teachers teach more effec-
sciously used CS in their classroom. The CS tively. In foreign language classes, code
that the teachers used happened in switching is encouraged to be used since it
inter-sentential, intra-sentential, and tag can promote students’ learning. However,
switching. The most frequently used precautions should be taken when using L1
switching is inter-sentential level where in the classroom so that it may not overtake
teachers switch codes in the clauses and the target language.
sentences level, and the least was the tag
switching. For the reasons why teachers
used CS were to help students learn, to REFERENCES
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Journal of Foreign Language Teaching & Learning Vol.3 No. 1, January 2018

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