For many people or even societies, the usage of two or more languages in a single conversation is not an astonishing occurrence, it is fairly normal. Code switching is referred to the switching from the linguistic system of one language or dialect to that of another. Code switching is a common form that is used by bilinguals. Community members that take part in code switching pass on a shared message by the simple act of code switching. It is particularly common in social and relaxed settings, and also might be used where mechanical difficulties appear within a conversation. Why do bilinguals code switch? And how can code switching be used in an ESL classroom? In the following articles, the portrayal of the topic will be further discussed.
In “Code-switching: Awareness about Its Utility in Bilingual Classrooms”, by Malik Ajmal Gulzar, a study was conducted in a Pakistani classroom based on asking the teachers why they code switch. In Pakistani classrooms, most of the students have the knowledge of two or more languages, so the linguistic occurrence of combining languages is to a certain extent common. In the article, teachers shown that they do happen to code-switch while teaching English in the classroom. Their purpose of this linguistic interchange is that English is taught as a core obligatory subject in Pakistan, and is used as a form of instruction at college levels. For the study, about four hundred and six teachers were selected. The study’s main purpose was to answer the following questions: How do teachers decide which CS practices are more permissible and which are less permissable? What are the reasons for which the English language teachers code-switch in bilingual classroom? And How English language teachers determine the significance of different functions of CS in the EFL classrooms?
The research questionnaire used in this study was established to gather the information in the areas of: demographic information (age, sex, profession), education (qualification, experience and medium of education), and reasons that prompt code-switching in the EFL classroom. The researcher used the questionnaire as a main tool for obtaining data and the process of data collection took almost three months. Moreover, the researcher collected the views and opinions of the subjects from different regions of the country (Pakistan). (Gulzar 2010) Further into the paper I will plan to discuss real life code switching examples from Lebanon.
The term “code-switching” varies from other language collaborations, for example lexical borrowing. Lexical borrowing is the consequence of the lack of lexical terms in the speaker’s repertoire (or as most people call it tricks up their sleeve) while in code-switching, as Janet Holmes states, “speakers have a genuine choice about which words or phrases they will use in which language” (Holmes, 2000). Therefore, a speaker who uses code switching has a widespread variety of lexical terms and phrases that allows them to...