LANGUAGE IN INDIA

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Volume 23:5 May 2023
ISSN 1930-2940

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The Use of Code-switching in Teaching Asian Tertiary-Level EFL Students Writing Skill

Ho Thi Lai, M.TESOL and Phuong Doan, M.A.

Abstract

The dispute over code-switching (CS) dates back to the 19th century. Numerous studies have been carried out to investigate how code-switching functions, the perception toward code-switching and the motive behind the use of code-switching. However, the use of code-switching in teaching writing skill has yet to be explored deeply, specifically for tertiary-level students in Asia. Therefore, in order to fulfil the gap in the current existing literature, this paper looks into how code-switching is employed so as to teach writing skill to Asian EFL tertiary-level students.

Keywords: Code-switching, Functions, Perception, Writing skill, Asian EFL students.

Introduction

Using the native language in foreign language classes has generated controversy since the 19th century (Hall & Cook, 2012). In other words, in terms of language education, code- switching is one of the most contentious issues (Ellis, 2013). Because of this, more studies have been carried out by linguists on the topic of code-switching in pedagogical settings (Macaro, 2001; Moore, 2002; Reini, 2008; Üstünel, 2004; Üstünel & Seedhouse, 2005; Cancino & Diaz, 2020). Undoubtedly, the findings of these studies will lead to varied standpoints.

Concerning the use of code switching, there are two main perspectives. While one side is against code-switching and advocates for teaching entirely in the target language, the other is in favor of code-switching and advocates using CS to some extent.

On one hand, there is much opposition against the L1 use in classes, especially in EFL classroom. Ellis stated that excessive native language use may hinder students absorbing the target language (1997). According to many teachers and researchers, code-switching in the classroom is a counterproductive behavior and indicates that students will not be able to absorb the target language (Willis, 1981; Cummins & Swain, 2014). According to Macaro (2001), codeswitching is the mother tongue's disruption of the acquisition of the target language. Cook (2001) backed up his claims and pointed out that the input of the target language would be impacted by the use of the mother tongue. They all question how learners will be able to fully grasp target language conversations if they are always using their mother tongue.

On the other hand, it has been claimed and demonstrated time and time again that using a target language exclusively in the classroom restricts students' potential and their rate of language acquisition (Levine, 2003; Polio & Duff, 1994; Kim & Elder, 2005). Some researchers claim that moderate and strategic code-switching to the mother tongue may bring about numerous advantages (Rezvani & Rasekh, 2011; Levine, 2011; Kang, 2008; Kim and Elder, 2005; Macaro, 2001; Cook, 2001). In support of this assertion, Hall & Cook (2012) contend that professors should not discourage students from utilizing code switching because it occurs naturally in language classrooms. He contends that maximizing the target language does not require that the mother tongue be completely disregarded during lessons (Bilgin, 2016).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Ho Thi Lai, M.TESOL
English Department
Ho Chi Minh City University of Natural Resources and Environment
236B, Le Van Sy Street, Ward 1, Tan Binh District
Ho Chi Minh City
Vietnam
htlai@hcmunre.edu.vn

Phuong Doan, M.A.
haphuongdoan119@gmail.com
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