Patterns and Beliefs of Lecturers' Code-Switching: An Inquiry into Malaysian Polytechnics English Language Classrooms

Abstract

A number of studies have explored code-switching in university classrooms throughout Asia from different perspectives, for examples Taiwan, Japan, and Malaysia (Barnard & McLellan; 2014). This research investigated patterns and functions of lecturers’ code-switching in nine English Language classrooms of three Malaysian Polytechnics to extend knowledge about code-switching occurrence and its significance in the teaching and learning process. The research questions investigated lecturers’ code-switching in terms of frequencies and functions, communicative features, lecturers’ and students’ beliefs about code-switching. The research used a mixed methods with a convergent parallel design using classroom observations, interviews and questionnaires to triangulate data obtained from the three Polytechnics in Malaysia: Polytechnic A, Polytechnic B and Polytechnic C. Analysis was based on Macaro's (2005) areas of teachers’ code-switching functions. The results showed that code-switching does occur in these Polytechnic English Language classrooms. Functions of building personal relationships with the learners, translating and checking understanding and Malay slangs/English + Malay particles were observed to be used with the highest frequency by lecturers. Accommodating students’ code-switching was also used frequently, especially when both students and lecturers code-switch in the classrooms. Code-switching was observed frequently at the verb, noun and adjective levels of the sentences. Both lecturers and students said they believed code-switching helped students understand lessons. There was no significant difference between the lecturers’ and students’ beliefs in code-switching as a useful classroom strategy. It has been claimed previously that code-switching interfered with the students’ language proficiency (Younas et al. (2014). Today it is argued that code-switching is a necessary tool for teachers to ensure that their messages are understood by students. This research provides an further understanding of patterns and reasons for code-switching and offer insights into the use of code-switching as an effective language teaching and learning strategy.