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Advances in Social Sciences Research Journal – Vol. 8, No. 7

Publication Date: July 25, 2021

DOI:10.14738/assrj.87.10486. Alharbi, S. (2021). Code-switching in Intercultural Communication and English Language Teaching. Advances in Social Sciences

Research Journal, 8(7). 286-294.

Services for Science and Education – United Kingdom

Code-switching in Intercultural Communication and English

Language Teaching

Samar Alharbi

School of Modern Languages & Linguistics, Southampton University

Southampton, United Kingdom

ABSTRACT

Code-switching is the interplay between two languages. Code-switching happens

when the speakers switch between two or more languages or linguistic varieties in

the context of a particular discussion or conversation. Many people engage in code- switching or mixing practises by speaking a different language and their mother

tongue when talking with other individuals who comprehend various languages.

There are multiple reasons why people tend to code-switch during interaction with

others. One important reason is that people consciously and unconsciously code- switch because they want to fit in. Code-switching is also implied in the language

teaching context, where L2 learners cod switching between their mother tongue

and the other language to get involved in the learning process. The practice of code- switching in Foreign language classroom has been examined thoroughly in the

literature. This paper will introduce the concept of code-switching, its types and the

reasons for code-switching. It will offer some implication of code-switching in

English as a second or foreign language (EFL) classroom.

Keywords: code-switching; intercultural Communication; English language teaching;

implications

INTRODUCTION

There is an ongoing phenomenon of globalisation in countries that have not already undergone

the process, and it will continue into the future. The phenomenon has meant that countries

which were conventionally monolingual, such as Korea, China, and Saudi Arabia, are now

bilingual as a result of globalisation. It is common for people in these bilingual countries to used

mixed language, switching between two different languages in normal speech. It is crucial to

examine this phenomenon, known as code-switching, in order to better comprehend this

process used in bilingualism. This paper aims to investigate the use of code-switching in a

sociocultural setting. The reasons, type, and definition of code-switching will be investigated,

to further understand the reasons for code-switching in intercultural communication and in

English language teaching (ELT).

THE CONCEPT OF CODE-SWITCHING

In counties and communities that use bilingual speech, code-switching utilises the linguistic

codes of both languages. According to this definition (Clyne, 1987), code-switching happens

when a speaker or a writer changes from one language to another, an occurrence that is

common in interpersonal communication. It can be adapted in many forms, in which one

speaker, called the recipient, can reply in a different language to that of the original

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Alharbi, S. (2021). Code-switching in Intercultural Communication and English Language Teaching. Advances in Social Sciences Research Journal,

8(7). 286-294.

URL: http://dx.doi.org/10.14738/assrj.87.10486

communicator. In this instance, the recipient has carried out the code-switching. In another

variant, the speaker who involves in the conversation may switch to another language in the

middle of the conversation. This can even be carried out mid-sentence. Additionally, code- switching involves the retention of the same topic during code-changing Vogt (1954). Overall,

this procedure often signifies solidarity between the speakers, a unison of informality, and is

commonly used in bilingual and multilingual communities.

Code-switching has been examined from both a sociolinguistic and structural viewpoint. In a

sociolinguistic context, it can be considered a discourse phenomenon. These types of studies

have focused on where meaning is created by code-switching and the context of its functions

(Poplack, 1980). In contrast, structural studies of code-switching concentrate more on the

grammatical issues, such as the morphosyntactic rules of formation (Poplack, 1980). A number

of language aspects are concerned with code-mixing, including morphology, grammatical

structures, phonology, and lexical items. Code mixing in conversational speech is one of the

most commonly noted forms of language change. Code mixing is different from code- switching.

Bakamba (1988) makes a clear distinction between them. He defined code-switching as

inserting or mixing terms, sentences, and phrases from two languages in the same conversation.

In contrast, code mixing is the inserting or mixing of multiple linguistic units, such as phrases,

clauses, words and affixes from two different linguistic structures or components in the same

phrase and speech situation. Code- mixing explains the situation where lexical elements and

grammar characteristics from two languages appear in one sentence (Bakamba,1988). It can

happen in turns of conversation between speakers or in a single turn of the speaker. The

following is an example of code mixing between Indonesian and English; it is adapted from

Hanafiah, Rantika, Yusuf (2018, p.1)

• S1: I don’t ukmin with you.

• S2: Why?

• S3: Because you always kajib (lie) with me

The example above highlights that in word -level code-mixing occurs in which student 1 (S1)

uses the word Kajib (lie) in the utterance.

Replacing a word or phrase in another language is merely an act of borrowing. These can be

words that have been transposed from one language to another. Therefore, they become part

of the speaker’s native language. In Arabic, for example, words not otherwise in the vocabulary,

called loan words, have been taken directly from English: plastic, tennis, and automatic.

Phonetically, loan words can be enunciated in the sound style of the originating language or can

be adapted to the sound of the hosting language (Poplack, 1980).

Gumperz (1982) observes that there has been extensive structural and functional-based

analysis of code-switching over the past 20 years. This evaluation of code-switching can be

considered as the somewhat arbitrary use of two languages within a sentence or discourse

(Poplack, 1980). Valdes-Fallis (1978, p.72) describes it as ‘the alternation of two languages at

the word, phrase, clause, or sentence levels.’ This is supported by Gardner-Chloros (2009, p. 4),

who cites it as a combination of a number of languages or dialects used in a sentence or

conversation by bilingual people. Valdes-Fallis also clarifies it against ‘interferences,’ or code- mixing, where a transfer is merely made from one language to another, as a linguistic

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component, into the grammar or syntax of the other language. Two languages are shifted within

a single sentence, speech or constituent is Vogt’s (1954) definition of code-switching, where he

supposes that it is a common, natural practice. Furthermore, he considers that all languages,

but not necessarily all language users, have some form of contact with other languages.

Proximity is an important factor affecting this language change.

Code-switching not only occurs between two languages, but also between two varieties of a

language. Footing, as Erving Goffman (1979) describes, is as a process similar to some aspects

of code-switching. Goffman maintains that his definition compared to that of Gumpez and

others has a formal difference. Footing can be carried out in a variety of manners, whereas code- shifting, according to Goffman, involves a shift from one language to another. Additionally,

‘diglossia’ is a term generally referring to language sorting, in which the common language has

a ‘high’ and a ‘low’ (colloquial) variety, such as Arabic. For instance, Shaaban (1978) observes

that research has been conducted on the switch between formal Arabic, Modern Standard

Arabic, and vernacular varieties of the language. In this situation, social prestige is a factor for

consideration in the form and style used (Abd-el-Jawad, 1987).

Overall, Bloom and Gumperz (1972) have identified two types of code-switching.

Conversational (metaphorical) code-switching occurs when a speaker’s attitude towards a

particular subject of conversation is influenced. This depends on the varieties of the two

languages used in a particular social environment. For example, when an English language

teacher discusses and explains religious topics to Arabic learners whose first language is Arabic,

she switches to Arabic to explain and clarify the subject, as Arabic is more suitable in this

situation. The setting (classroom), the social group (Arabic learners) and the topic (religion)

influence the teacher to switch to another language (Arabic) in this situation.

Situational code-switching occurs when a speaker expresses their consideration towards the

recipient. The situation is determined by the recipients, their setting, and the subject, which

may restrict the verbal choices in the structure or meaning. Situational code-switching can

occur in a community administration office, where initial greetings are spoken in a local dialect,

after which speakers switch to standard language for further discussion.

Another instance of situational code-switching is exemplified by my son. He speaks both Saudi

and Egyptian Arabic, as well as English. Most of his schoolmates are Egyptian, although there

are a few Saudi Arabians. When he communicates with the main group, he shifts to the Egyptian

variety to show solidarity, which makes him able to communicate effectively. However, when

he talks with his Saudi friends, he changes to the Saudi Arabian variety. The difference between

Saudi and Egyptian culture, coupled with the lack of linguistic resources, force him to switch

from Arabic to English.

In particular social situations, a choice of linguistic forms may be better suited to the occasion,

resulting in situational code-switching. For example, people working together in workshops in

a coffee shop communicate in one manner, whereas teachers in a public school use an entirely

different language form. In contrast, different social events may result in participants being

subjected to a shift of subject, although the settings remain unaltered. For instance, Norwegian

teachers have reported that they treat lectures and discussions within the same class setting as

separate events. They will deliver lectures in the standard Bokmål, but later shift to the regional

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Alharbi, S. (2021). Code-switching in Intercultural Communication and English Language Teaching. Advances in Social Sciences Research Journal,

8(7). 286-294.

URL: http://dx.doi.org/10.14738/assrj.87.10486

Ranamål to encourage students to participate in debates. According to Bloom and Gumperz (p.

424), this form of code-switching is also situational switching, where a changed social setting

leads to a change in linguistic form.

In general, code-switching is defined as an occurrence involving two or more languages.

Nevertheless, Gumperz’s application of situational and metaphorical code-switching lacks

distinction, according to Auer (1984). He argues this application is less clearly defined than

some scholars have accepted, and he has disagreed with the distinction. A study of Italian

migrant children in Germany, conducted by Auer, found little connection between the language

used and the topic. From this, he deduced that code-switching was ‘embedded in the sequential

development of the conversation’ and was neither semantic nor resulting from the meaning of

the languages used (1984, p. 93).

REASONS AND MOTIVATION FOR CODE-SWITCHING

The general public typically considered that code-switching signifies a lack of language

knowledge among bilingual speakers. However, according to Shin (2010), an alternative line of

research argues that bilingual speakers utilise code-switching to achieve specific

communication objectives. His process can be summarised as social, linguistic, and

psychological motivations. Of these social motivations are the priority for code-switching. This

arises when the speaker senses a social difference between themselves and the audience which

leads to certain language being used in some circumstances (Shin,2010).

Speakers employ and use communicative codes with other language users to affect linguistic or

paralinguistic connections. Therefore, listeners employ their own codes to comprehend the

communication they receive. At times, this necessitates a consideration change to achieve a

practical understanding of the speaker’s intention. This consideration change is a two-way

adaption, in which the speaker may need to change the style of their presentation to give notice

of a situational change. This could be a difference in the suitability of the social roles or an

alternative system to understand the content of a conversation. Code-switching allows

interconnectivity for the users to appraise the communication by language users.

Examination of the reasons for code-switching, conducted by Grosjean (1982), indicates that it

is used when bilinguals are unable to find the appropriate word or expression when mixing two

languages. Superimposed upon this are the effects of the situation—the message, attitudes,

emotions, and interlocuters, all of which add to its usage. In addition, Grosjean (1982) observes

that code-switching can be used in quoting someone else’s words. In Arabic, speakers tend to

code-switch to quote someone else’s speech and when citing a proverb, according to a study

conducted by Alhourani (2018,p.14). An example of a switch from Arabic to English, adapted

from this study, would be ‘Sultan: Almoshref hkali (my doctor told me)’ (I have to search for an

academic reason for the companies which do not have any relationship). Another example of

code-switching with a proverb would be ‘some people used to postpone doing their work and

they ended up wasting their time without achieving anything. The Arabic proverb is لجوتلا لمع

مویلا ىلا دغلا) do not postpone today’s work to tomorrow)’.

Furthermore, conversation subject matter leads to code-switching. According to Grosjean

(1982), in certain circumstances, discussing a particular topic in a community will lead to its

members code-switch automatically. For example, Koreans who are bilingual in English, will

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Alharbi, S. (2021). Code-switching in Intercultural Communication and English Language Teaching. Advances in Social Sciences Research Journal,

8(7). 286-294.

URL: http://dx.doi.org/10.14738/assrj.87.10486

as a second or foreign language adopts a different perspective in the form of the communication

involved and the employment of the first language (L1).

In the language classroom, code-switching occurs for several reasons, including social and

educational (Wigglesworth, 2003). Students may seek to learn as a group to advancing the

social application. Utilising L1 as a catalyst in learning the second language is a natural process,

whereby the shared language can be used to ameliorate the learning process of L2. Otherwise,

using only L2 might restrict the learning process and development. Learners will endeavour to

assist one another in the L2 learning process and are likely to use L1 as a means of

understanding and convenience. When learners alternate between languages, the objective in

learning process will achieve such as solving problems, providing mutual support.

Researchers and scholars disagree as to the value of code-switching in the English language

classroom. A study conducted among Arab learners established that code-switching is used

during lessons in second language classrooms at both the beginner and intermediate stages

(Larbah, 2013). These findings also showed a strong endorsement for its use among Arab

students, stating that students realised code-switching greatly enhanced their English studies

and had a very positive effect on their language studies. They considered it a good strategy for

enhancing their understanding of leaning the second language, thereby leading to greater

improvement in learning the second language. For example, students are encouraging to speak

when they allow to use their desirable language so they can switch between languages where

is necessary to keep them engage in the leaning process. Moreover, a study conducted by

Clapham (2016), highlighted some added appreciation of the interplay between code-switching

and learning as an approved means of supporting students using and sharing languages.

Research into English as a lingua franca (ELF, where English is used for speakers who speak

different languages), a concept supported by Jenkins (2012), has concentrated on code- switching, asserting it is used predominantly when there is a lack in lexical knowledge. Yet, this

can result in what Shin describes as when ‘bilinguals may feel embarrassed about their code- switching and attribute it to careless language habits’ (2005, p. 18).

In contrast, code-switching in English language teaching and learning in Nigeria can send the

wrong message. Modupeola (2013) notes that when a teacher tends to alternate between LI

and L2 during lessons, it indicates a lack of ability to express themselves in one language.

Students may see this as a linguistic deficiency on the part of the teacher, leading students to

believe that the teachers have inferior English. The teacher is expected to be able to use

Standard English throughout a lecture to teach the same standard to a class. Code-switching

undermines this policy, added to which, teachers may often insist students use the target

language and avoid code-switching themselves (Shin, 2005). Moreover, teachers may also be

reluctant to overuse L1 in the foreign language classroom, or in classrooms where the medium

of instruction is English, as a standard language policy in most education institutes Modupeola

(2013).

Some researchers now discourage using students’ native language (L1) in foreign language

classes, in favour of only using L2. The counterargument asserts that many foreign language

teachers use L1 to no harm, as long as they code-switch correctly. For instance, Harry Meyer

(2008) provides good reasons for using L1 in the language classroom, noting that when the

students use L1, it will help make the classroom more accessible and lower the anxiety level for

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the students . It also helps them explore their own thoughts more freely, as they can easily use

their mother tongue to code-switch to express their ideas.

According to Meyer (2008), there are more distinct benefits for L2 students and for teachers

employing code-switching. Primarily, it allows the students to fully understand a particular

subject in L1 before they undertake the same exercise in English. This is evident in meaning- focused exercises, in which L2 students must understand pronunciation in both listening and

speaking activities, as well as in vocabulary and grammar comprehension. It also helps the

students to communicate easily by finding an equivalent word in another language to explain

an unknown expression in the speaker’s L1, to compensate for a language deficiency in L2. Both

teachers and students can employ this technique. This is best exemplified when a teacher is

explaining a traditional national subject to students, and there is no precise equivalent in L2.

For example, when speaking about traditional Saudi Arabian food, often there is no equivalent

term nor description in any language other than Arabic. Reverting to L1 in the classroom in this

instance allows students to understand complicated subjects and fosters interaction between

students. Ferguson calls this code-switching as ‘CS for curriculum accesses’ (2003, p. 39).

Likewise, code-switching may promote relationships between members of different language

groups in terms of social interaction. However, Skiba (1997) observes that the equivalent

words in the different languages may have different emphasis, values, and ramifications. The

employment of more than one language in a learning environment (using both L1 and L2),

encourage students to be flexible in their learning and in establishing their identity when they

employ L1 (Moore, 2002). Students should realise that the classroom is the environment ideally

suited for the practice of code-switching (Baker, 2011, p. 15). Once this is understood, it

becomes the centre for this shared acceptable activity. Additionally, code-switching allows

language practice, idea sharing, and the implementation and enhancement of the classroom’s

social climate.

Therefore, it is essential for English-speaking school administrators and teachers to recognise

that using the target language in the classroom alone is not as successful as assumed. When

learning a new language, beginners to intermediate learners should feel comfortable utilising

that new language, not seeing it as ambiguous and difficult to learn. EFL and second language

(ESL) teachers should use common language structures between the two languages (native

(L1) and target language (L2)) to facilitate understanding of the structure of the target

language, which happens by code-switching between L1 and L2 (Moore,2002).

CONCLUSION

The emphasis throughout this paper has been to explain the importance of code-switching as a

part of bilingualism, and to show that it is perfectly acceptable when two or more bilingual

speakers are in conversation. In the setting of a foreign language teaching environment, studies

support the function and advantages of code-switching. The advantages and disadvantages of

its use, by both teachers and students, have been presented to explain the phenomenon in

different situations and learning environments. Policy dictates that English language schools

require English teachers to abide by the traditional standard rule of using only English in their

teaching. However, in practice, and particularly in the case of Saudi Arabia, teachers may code- switch to other languages for a number of reasons and functions. These are mostly associated

with clarifying in the communication between teachers and student and facilitating easier

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