Code-switching: Difference between revisions

Revision as of 18:28, 2 October 2024

Revision as of 23:53, 11 October 2024

Line 134:

=== Code-switching for educators ===

In Contrastcontrast with learners, educators usually have a higher level of proficiency in the target language which means they can use the target language for normal communication without barriers. Educators can converse fluently in both languages, so they have a choice as to whether and how often code-switching is used in the language teaching process.<ref name=Cahyani/> From the perspective of learning, in most cases, these frequencies are often inversely correlated with the learners' proficiency in the target language, that is, the higher the proficiency of the learners, the rarer the occurrence of code-switching.

From another perspective, compared to enhancing knowledge construction, some of these moves are done unintentionally because speaking in native languages simply helps reducing the complexity of communication, which simplified communication is also easier for students to understand what their teacher is trying to convey. A code-switched expression can be useful rather than in academic conversation that student actually learning languages through figuring out complicated sentences. These situations might cover maintaining class order, understanding students' mental health state, or making clarifications. Although instructors have the ability to choose whether or not to use code-switching, the question of when and how often to use it remains controversial. It is undeniable that code-switching is a powerful tool for making clarifications in many cases, especially when the scholar is extremely unfamiliar with the target language.<ref>{{cite journal|last=Canagarajah|first=Suresh|year=2011|title=Codemeshing in academic writing: Identifying teachable strategies of translanguaging|journal=The Modern Language Journal|volume=95|issue=3 |pages=401–417|doi=10.1111/j.1540-4781.2011.01207.x}}</ref> But on the other hand, the use of code-switching by teachers can also lead to students not being able to adapt to new language situations.