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Code switching is one of the famous issues in teaching English as a second language.
English as a second language has been used widely in social and also educational context.
According to Myers (2008) refers code switching as ‘a linguistic term usually used when
learners of a second language (L2) includes elements of their mother tongue in their speech’
(as cited in Selamat, 2014). It means that the code switching involves the usage of the mother
tongue language in teaching and learning the second language. Due to alarming decline in
the proficiency level among English language in Malaysia, the code switching should be used
in teaching English language based on the few reasons.

Firstly, code switching is one of the effective tool used by the teachers for the good
organisation of learning. Code switching by the teachers in class to achieve the aims of the
lessons in class. According to few researchers, as cited in Badrul Hisham Ahmad (2009), the
useful tool that can be used in assisting English language teaching and learning process is
the code switching. Moreover, the code switching allow the learners to accept information from
teachers easily and they could achieve the aims of the lesson on the session effectively. Not
only that, it is useful for the learners especially who in the foundation level of learning where
the skills being introduced to the learner. Learners could enjoy their learning process in their
lesson when they can comprehend well things and the aims of the lessons. Hence, the
learners will feel motivated and comfortable to learn about the lesson in class. Next, by using
the code switching, it is easier to learners to process the target language input. According to
ibid (2009), the teachers do not have to spend so much time trying to explain to the learners
or searching for the simplest words to clarify any confusion that might arise during the lesson
because the code switching helps to facilitate the flow of the classroom instruction. By using
the code switching, it helps learner to improve in their cognitive development. Modupeola
(2013) stated that, code switching has various functions in the different context. For example
to manipulate or influence and to convey meaning for something. Not only that, it allows
learner to use the top-down process where the learner could learn from the meaning level of
the lesson. The learners also can focus more in their lesson and it increase learner’s linguistic
awareness.

Secondly, code switching should be used in teaching English language because it could
support classroom communication in general. According to Then and Ting (2011), they
“concluded that the learners’ first language serves as an effective teaching and learning
resource for learners who have limited proficiency in English” (as cited in Selamat, 2014).
Code switching being used in the language learning classroom to help the learners fill the
gaps of the target language while communicating due to limited proficiency. Sometimes, when
the learners run out of vocabulary they tend to find the synonym of the word, but if they could
not find any suitable word, they will use first language. So, code switching can be used by the
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learners to clarify meaning. Basically, by allowing the usage of first language in an English
language classroom, learners can express whatever they wanted to say as learners naturally
use the first language as a point of reference in learning. When the first language act as the
inter language, the learner can relate to the target language equivalents to the first language.
Other than that, code switching can be used as a communicative language to improve
language proficiency among the learners. For beginners in second language learning, they
will have difficulties in communication so they need to learn by level, which starts from easy
stage to hard stage. Hence, the usage of mother tongue is one of the communication strategy
to help learners in learning the target language and also helps to overcome the communication
problem. In this situation, learners can use the first language as a starting point to explore and
generate ideas. Code switching also helps the learners in improving their competence in
communication and linguistic because when using the first language, it helps the learners to
enjoy the learning due to the ability to comprehend the teachers' input and engaged with the
learning activities. Plus, learners will be able to interact with the other learners and teachers
without any barriers. Automatically, it will create an active learning in the second language
classroom.

Thirdly, code switching should be used in teaching English language because of its
function in interpersonal relations. When using code switching in second language class it will
decrease the barriers which can help in maintaining and negotiating the social relationship
between the learners and the teacher. This acknowledges the social and affective aspects of
the language classroom. According to Walid M Rihane (n.d) the learners or teachers used
code switching to express certain emotions or behaviour. For example, a learner may switch
codes to express his feeling of curiosity about the learning that he did not understand or to
express happiness, excitement, anger and many other feelings. By using code switching in an
English language class, it is easier for the learners understand the lesson and helps to prevent
misunderstanding. Classroom discourse management is one of the functions in code
switching. It refers to the use of the first language to maintain classroom discipline and also to
regulate the learners’ behaviour. According to Crandall (2000) teachers’ belief that in English
as a second language classroom learners’ behaviour influenced the teachers’ decision to use
code switching. (as cited in Selamat, 2014). Learners will reluctantly focus during the learning
process if they are unable to comprehend with the teaching conducted. As the learners have
no idea about the teaching, they are more likely tend to talk with their friends and doing their
own business. So, teachers need to find an easy way to help the learners understand better
during the lesson.

The cons of using the code switching in class is, the learners would tend to rely more on
their native language rather than the target language. According to Selamat (2014), the use
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of code switching may enhance the learners to depend on their native language rather than
the relevant strategies to cope with communication and comprehension difficulties. For
instance, learners refuse to listen to the teacher’s instruction because the learners could not
comprehend well and they tend to wait for the teacher to use the code switching. However,
the usage of code switching effective for the learners and teachers. According to Adenforff
(1993), code switching is a communicative resource which enables teachers and pupils to
accomplish a considerable quantity and range of social and educational purposes (as cited in
O’ Rouke et al., 2013). The examples in which the mother tongue should be considered being
used are explaining grammar, the organization of task, disciplining students and test
implementation .So, it proved that the usage of code switching is good for the learner because
it helps them in learning their second language. Not only that, it helps them to use the code
switching as the important resource for learners to exploring and expanding their basic and
background knowledge, solving problem or tasks in class and use the language to
communicate interactively in class with their peers.

As a conclusion, it is agreed that code switching should be used in teaching the English
language by the teachers because of the variety of reasons that has been highlighted as it is
an effective tool for the organization of learning, supports classroom communication in
general, and it has variety of functions. It shows that the code switching gave advantages to
the learners and also the teachers in the lesson. Most of the learners have difficulties in
learning the English language and by using the code switching in classroom, it could be
effective for them to learn about the language. On the other hand, code switching may be
used according to the situation and needs of the learners. As an English teacher, they should
know the possibility and the effects of using the code switching at the right time. Last but not
least, code switching definitely should be applied in English lesson as it is beneficial for the
learner itself in learning the language effectively and for the teacher.
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REFERENCES

Badrul Hisham Ahmad (2009). Teachers’ Code-Switching in Classroom Instructions for Low
English Proficient Learners. 2(2), 49-50.

Moduopeola, O.R. (2013). Code-Switching as a teaching strategy: Implication For English

Language Teaching and Learning in Multilingual Society. 14(3), 92-94.

O’ Rouke, B., Bermingham, N., Brennan, S. (2013). Opening New Lines of Communication in
Applied Linguistics. United Kingdom: Scitsiugnil Press.

Selamat, J.T. (2014). Code Switching in the Malaysian ESL Classroom (Unpublished doctoral
dissertation). University of Otago, Dunedin New Zealand.

Walid M Rihane (n.d.). Why do People Code-Switch: A social linguistic approach. Retrieved
from
http://www.academia.edu/2649532Why_do_People_Codeswitch_A_Sociolinguistic_Ap
proach