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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter reviews important studies to support the present research. This chapter aims to provide basic principles of the formulated problems. There
are two main parts in this chapter, namely theoretical description and theoretical framework. Theoretical description provides explanation of underlying theories
related to the use of code switching in classrooms and its functions to language learning, while theoretical framework discusses the theories that have been
employed.
A. Theoretical Description
In this section, some theories are elaborated. The theories that are elaborated are bilingualism, the theory of code switching, and code switching in
language classrooms. The elaboration of each theory will be presented below.
1. Bilingualism
a. Definitions of Bilingualism
Bilingualism is a common phenomenon found in multilingual society. As the native language of every person is different, every person needs to adjust the
language that he or she uses according to his or her interlocutor. It is supported by Hoffmann 1991 who says that bilingualism arises as a result of contact.
Weinreich 1968 defines bilingualism as “the practice of alternately using two
languages will be called bilingualism, and the person involved, bilingual”.
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However , Mackey 1970 doesn’t agree if there are only two languages used in
bilingualism, but we must include any number of languages. We shall therefore, consider bilingualism as “the alternate use of two or more languages by the same
individual” as Els Oksaar 1996 and 1983, p. 19 also suggests that bilingualism is the ability of a person to use two or more languages as a means of
communications in most situations and to switch from one language to other if necessary. Mackey 1967 in Romaine 1995 added that there are four questions
which a description of bilingualism must address: degree, function, alternation, and interference.
The question of degree of bilingualism concerns proficiency. How well does the bilingual know each other languages? Function focuses on the
uses of bilingual speaker has for the languages, and the different roles they have in the individual’s total repertoire. Alternation treats the extent to
which the individual alternates between the languages. Interference has to do with the extent to which the individual manages to keep the languages
separate, or whether they are fused p.12.
Mackey 1968, p. 565 also lists a number of factors of bilingualism such as age, sex, intelligence, memory, language attitude and motivation which are likely to
influence the bilingual’s aptitude.
b. Types of Bilingualism
Weinreich 1986 classifies bilingualism into three types: compound, coordinate, and sub-coordinate bilingualism. The first is compound bilingualism.
In compound bilingualism the person learns the two languages in the same context, where they are used concurrently, so that there is a fused representation
of the languages in the brain Romaine, 1995. The second is coordinate
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bilingualism. In contrast with compound bilingualism, in coordinate bilingualism, the person learns the languages in separate environment, and the words of the two
languages are kept separate with each word having its own specific meaning Romaine, 1995. The third is sub-coordinate bilingualism. In sub-coordinate
bilingualism bilinguals interpret words of the weaker language through the words of the stronger language Romaine, 1995. Thus, the dominant language acts as a
filter for the other.
2. Code Switching
Kategori