Code switching in the teaching of English as a second language to Secondary school students外文.pdf

MalaysianJournalOfELTResearch MalaysianJournalOfELTResearch MMaallaayyssiiaannJJoouurrnnaallOOffEELLTTRReesseeaarrcchh ISSN:1511-8002 ISSN:1511-8002 IISSSSNN: Vol.6,2010 CodeSwitchingintheTeachingofEnglishasaSecond CodeSwitchingintheTeachingofEnglishasaSecond CCooddeeSSwwiittcchhiinnggiinntthheeTTeeaacchhiinnggooffEEnngglliisshhaassaaSSeeccoonndd LanguagetoSecondarySchoolStudents LanguagetoSecondarySchoolStudents LLaanngguuaaggeettooSSeeccoonnddaarryySScchhoooollSSttuuddeennttss Hyginus LesterJunior Lee Hyginus LesterJunior Lee HHyyggiinnuussLLeesstteerrJJuunniioorrLLeeee SekolahMenengahKebangsaanMutiara Labuan,Malaysia Abstract It is widely acknowledged that the use oftwo or morelanguages in the same conversation or utterance occurs in many bilingual or multilingual communities. The term used to define such occurrences is code switching. Linguists around the world (Gardner-Chloros, 1997; Wardhaugh, 1998; Holmes, 2001; Ayeomoni, 2006) regard code switching as a common and non-isolated phenomenon. In Malaysia, code switching is not an exception as the diversity of languages spoken by the various races of people contributes to the linguistic practice. Previous studies (Kow, 2003; Then Ting, 2009) show that code switching occurs in formal classroom settings. Relating code switching to present practices in the Malaysian school system, this study investigates the attitudes of teachers and the types and functions of code switch