Code Switching in English as Second Language Classroom

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Code Switching In English as Second Language (ESL) Classroom Abstract Classroom research in code switching practice has focused mainly in grammatical and sociolinguistic aspect of code switching. To date limited research is found in the sociolinguistics aspects of code switching particularly in Malaysian ESL classroom. This paper investigates the patterns of code switching in Malaysian ESL classroom from the sociolinguistic perspectives with the aid of Myer’s Scotton Markedness Model. It demonstrates the bilinguals in Malaysia exploit code switching in varieties of ethnic language to negotiate interactional meanings. In addition in shows, although similar patterns of code switching emerge inside and outside of classroom but it has different functions. It further explains situational factor influence the functions of code switching in bilingual society. Introduction There has been much interest in recent years towards the code switching practice that emerges in bilingual society. Recent studies of code switching focus on perspectives such as the sociolinguistic and grammatical. These two perspectives differ in the level of explanation sought. Sociolinguistic approach is concerned with the role of social factors in the occurrence of code switching, the aim is to determine patterns of occurrence of code switching and how these may be affected by social factors such as context and speakers’ role relationships (Ayeomoni, 2006). Meanwhile, the grammatical approach focuses on the structural aspects of code switching, the aim being to determine the syntactic and morphological characteristics of code-switched constructions (Ayeomoni, ibid). Most of the studies conducted in these area view code switching as teaching and learning strategy used to achieve better understanding, as well as to clarify and to facilitate the transfer of knowledge (Cook, 2008). The aim of
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