2 learn a new language cited in Mugla, 2005. This paper will focus its discussion on the use
of CS in classroom context. First, the functions of teachers’ CS will be described and then the
functions of students’ CS will be explored.
The function of teachers’ codeswitching
Although theorists of L2 teaching methods favor using only L2 in the classroom, teachers’ CS is quite common practices in many L2 classes. Qing 2010 argues that it may
be a teaching strategy that can be used by L2 teachers to achieve some specific goals. Sert 2005 claims that teachers do not always use CS deliberately or consciously. It means that
teachers are sometimes unaware of the functions of the CS process so in some cases it may be regarded as an automatic and unconscious behavior. Nevertheless, either conscious or not, it
necessarily serves some basic functions which may be beneficial in language learning environments Sert, 2005. Qing 2010 suggests that codeswitching represents one of the
strategie s that EFL teachers often use to accommodate the students’ level of L2 proficiency.
Ferguson 2009 postulates three broad functional categories of the functions of teachers’ CS;
those are for constructing and transmitting knowledge, for classroom management, and for interpersonal relations.
Many research reports confirm these three function of teachers’ CS.
1. CS for constructing and transmitting knowledge
Teachers often uses CS for constructing and transmitting knowledge to the students, this include explaining complex grammatical concepts, mediation of L2 textbook
meanings, and explanation of key L2 technical terms. First, teacher often code switch from L2 to L1 to explain complex concept in L2 such as grammar. A study by Qing 2010
reveals that teachers often code switch to translate or elaborate the important message during the process of explaining new vocabulary or grammar points. It reduces the overall
comprehension burden and makes it easier for students to concentrate on the core message conveyed.
3 Another study by Gearon 2006 also reveal that English L1 is often used when
teacher explain French L2 grammar points. The observation in this study shows that code-switching that took place either between or within sentences used to emphasize the
structure of the verb tense in French. For example, teacher used the English language to allow students to concentrate on French present perfect statements and to ask learners for
examples on that tense. The French language was used to reinforce a response from learners or to obtain the English language equivalent of a French statement. Causa 1996
proposes a “contrasting strategy … as being the explicit relationship between the two linguistic systems pr
esent” p. 86 cited in Gearon, 2006, p.474. This strategy is referred to bilingual structure mapping. Gearon 2006 finds evidence of this strategy being used as
a teaching tool during grammar classes. Teachers frequently use bilingual structure mapping to ensure that students understood not only the form but also the function of the
grammar in relation to the L1 in this case English. The bilingual structure mapping strategy also contributed to verifying the meaning of a sentence; learners either translated
it or proposed an equivalent statement. Teachers seem to prefer this method, as it ensures that students understand the piece containing examples of the grammar form, which is,
after all, the lesson’s main objective Gearon, 2006. Code-switching could help teachers and students learn to contrast grammar forms, especially in cases where the teacher
strengthens the grammar knowledge of the learners through the translation of grammar elements or sentences bilingual structure mapping.
Tien 2009 carried out a study in a Taiwan university context to investigate the functions
of teachers’ CS. The study reported that teachers often switch from English L2 to Mandarin L1 to explain the content of the English textbook to students. It is
interesting to note that the most frequent type of codeswitching emerging from the data in the classroom occurred when the teacher intended to help the learners to increase their
4 comprehension of a text. In one instance, to introduce new words, the teacher used
Mandarin to translate, explain and review the key words. Moreover, there are occasions in the data where it was not possible to provide one-to-one translations for an English lexical
item. If there are no equivalent meanings for English and Mandarin, the original English lexical item or phrase is often utilized. Tien 2009 also observe that, when explaining
grammar rules, Mandarin was used much more than English. The intention of such a swi
tch made by teachers is to assist students’ comprehension. Based on their teaching experience, they find that students understand grammar rules better when they are taught
in Mandarin, not English. Accordingly, a switch from English to Mandarin was also made when cultural issues are taught Tien, 2009. It is significant to note that teachers used a
switch from English to Mandarin to accommodate learners’ linguistic needs and to foster their English learning.
2. CS for classroom management
