Code-switching by members of bilingual families in Mataram

Abstract

This thesis intended to find the types of code-switching, the functions of code-switching and the factors that contribute to the use of code-switching among bilingual family members in Mataram. The 3 types were divided using categorization of Poplack (1980). Functions have been categorized using Gumperz's (1982: 79-82) conversational functions. And factors that contribute to the use of code-switching categorized using Auer's (1995) list of loci in which switching is frequent. The samples came from Seganteng, Gomong, and Abian Tubuh. Based on data gathered, it can be concluded that the bilingual family members in Mataram use the second language (Indonesian) not only as a means to speak to monolinguals who only speak this language but also as an addition to their vocab and knowledge in their daily conversations and as an extra 'attribute' to improve the quality of their speech. Using words, phrases, and sentences from other languages is not a problem at all as long as there is a common knowledge about the meaning.

Benefits of code-switching in language learning classroom at University of Education Lahore

“…Benefits of code-switching in language learning classroom at University of Education Lahore. International Research Journal of Management,IT and Social Sciences,7(1),[227][228][229][230][231][232][233][234] https://doi.org/10.21744/irjmis.v7n1.842 231 the L1 to comprehend the assignment and consume time in resolving comparatively. The weak students remained confused when only TL is used in classrooms.…”

“…Use of their mother tongue to convey concepts and rules associated with target language exceeds their chances of grasping the full context and content of learning the second language". Aguirre (1988); Sadunih et al, (2018); Hudelson (1983); and Olmedo-Williams (1983), established Code-Switching as an operative teaching and communicative technique which is used preferably among bilingual learners. Ahmad & Jusoff (2009), deduction exposed that beginners appreciate positively the usage of code-switching by teachers in English Language Teaching (as cited in Simasiku et al, 2015).…”

Code Switching and Its Implications for Teaching in the English Language in Math Lessons by Early Childhood Education Teachers

“…With regard to the previous statements, Sadunih et al, (2018) describe topic switches, affective functions, and repetitive tasks as the functions of teacher code-switching. Topic switching implies When the instructor modifies their language based on the subject taught, it means he or she tells topic switching.…”

“…One, two, three, four,….. Students: one, two, three, four….. When the teacher has presented "table," "yummy and delicious," and "plate" on lines 02 and 07, the teacher will present students with new vocabulary and a sentence on line 03 to enable them to continue the conversation and specifically promote children's understanding and application of vocabulary to increase their vocabulary DOI 10.18502/kss.v7i19.12428 growth (4,8,16,19,23). The intersentential code-switch on line 3 and the intrasentential code-switch on lines 02 and 07 are excellent examples of how the teacher samples from her L1 when teaching the target language with, with the help of one simple unit 'piring,' 'meja,' 'enak dan lezat' , dan 'Ada dua piring di atas meja' .…”

“…Furthermore, the teacher uses intrasentential code-switching for the fruit 'rambutan' in Indonesian or 'ace' in Javanese to demonstrate that no English word can adequately represent that fruit's name. In ICESRE this example, the teacher uses codeswitching to form less formal relationships with her students and strengthen their bonds (2,4,5,8). When the teacher reverts to English in line 10, the discourse shifts back to a more formal school discourse.…”