E-Module of Code Switching
Classroom Activities Table List Introduction Instructions for Use Definition Sociolinguistics Factors Influencing Code-Switching Types of Code-Switching Functions of Code-Switching Implications of Code-Switching Research on Code-Switching Conclusion
Introduction People may want to switch their language from one language to another, such as Indonesian-English. People speak different languages in different places and for different reasons. It might happen at home, work, school, or on campus, among other locations. One of the sciences that study language is sociolinguistics. Sociolinguistics is the study of our daily life - how language functions in our everyday interactions and the media we are exposed to, as well as the existence of society norms, rules, and laws that address language (Wardhaugh & Fuller,2015). Sociolinguistics is a broad field that encompasses a variety of types of language study. Sociolinguistics has become a very important role and the role of language is not only as a means of communication but also as a creator of social identity (Meyerhoff, 2018). One of the subjects discussed in sociolinguistics is code. The code is divided into two, namely codeswitching and code-mixing. Code-switching refers to the situation of oral communication that involves switching from one language and/or dialect to another. Whereas, code-mixing occurs when the person speaking combines one language with another, which serves as a sign of solidarity, in general code-mixing refers to alternating between variety and code in a clause or phrase (Meyerhoff, 2021). This E-Module discusses code-switching so that students may understand the content and usage of code-switching in communication by paying attention to the instructions. An e-module can be thought of as an alternative for the lecturer in teaching content; hence, students are expected to be able to study independently with explanations of the material as well as activities performed individually or in groups.
Instruction for Use Students will be provided with a link to the E-module. Students comprehend the introductory material in the E-module. Students will participate in a variety of learning activities by answering practice questions individually or in groups. Students comprehend each problem presented and then identify it. Students apply the information covered in this E-module. At the end of the learning process, students assess their ability to grasp the subject.
A. Definition A code is a system through which individuals communicate with one another. Code is a dialect or language that one chooses to employ on any given occasion, as well as a mechanism for communication between two or more persons. Code-switching happens when the language used varies depending on the context in which the conversationalist finds themselves. The speakers here flip from one code to another, or they communicate in different languages (Wardhaugh, 2006). Bullock & Toribio (2009), said that codeswitching is the capacity of bilinguals to switch effortlessly between their two languages. The statement suggests that code-switching is a language material made up of two or more languages spoken in the same discussion by the speakers. In this case, all of the participants speak (or at least understand) both (or all) of the languages in use. This study investigated the form, purpose, and impact of code-switching in Indonesian or English daily conversation. Code-switching occurs when a person changes his or her language. It can also occur when a person changes his or her accent or speech style. What are the specific reasons why people code-switch in Indonesian or English daily conversation? Activity 1 1.Have you ever heard someone switch between two or more languages or dialects in a conversation? Can you recall a specific example? 2.Have you ever used code switching yourself? In what context and for what purpose?
B. Sociolinguistics Factors Influencing Code Switching Bilingualism is a broad and complex field that encompasses the study of the nature of knowledge and the use of two (or more) languages by a bilingual individual, as well as the cultural and social consequences of bilingualism broader society of the wider use of a language in a given society. Almost everyone is fluent in both languages (bilingualism). That is, no one in the world (no one adult, anyway) does not know at least a few words in languages other than their mother tongue. Language proficiency is defined as the ability to talk in a certain language or to perform effectively in various language activities. Those evaluating language proficiency might also talk about language competence, or accuracy of use in a given language. a. Bilingualism and Language proficiency b. Context of Communication People who speak more than one language, or who have command over more than one variety of any language, are generally very sensitive to the differences in the vitality of the languages they use, and they are equally aware that in some contexts one variety will serve their needs better than another.
In what situations do you think people are more likely to code-switch? For example, in a professional setting, with family and friends, or in public spaces? c. Social Identity and Language Attitudes Language switching, in general, suggests some form of sociopsychological shift. The presence of an out-group member, continually altering social relations or identities, or the desire to generate a specific effect (in terms of sociopsychological or aesthetic effects) within or outside the phrase, i.e., within a discourse unit, might all trigger this change. In summary, the four elements influencing bilinguals' language choice and switching are as follows: Social roles and relationships of participations Situational factors: discourse topic and language allocation Message intrinsic considerations Language attitudes including social dominance and security 1. 2. 3. 4. Of course, in societies where language identity ranks highest in the range of identities accessible to bilinguals (e.g., among Bengali speakers in South Asia, French speakers, or Japanese speakers), linguistic accommodation may not occur in a diverse group setting, reducing the incidence of language-mixing. Language attitudes, power, and safety Individual and social attitudes, language dominance, and linguistic security are all factors that influence the qualitative and quantitative properties of language mixing. Activity 2
C. Types of Code-Switching Ada sepatu di permukaan kasur. What does it mean? It describes about the simple present tense, right? Skripsian yoooo, I yakin we can do it. Tag code-switching refers to a mix involving an utterance and interjection (or tag). Tag-switching happens when a bilingual adds a brief phrase (tag) from another language. Changing the tag switching will not change the meaning of the user's speech. An example of a tag change included in speech markers is you know, I mean, by the way, hello, okay, etc. Tag switching CS Intra-sentential code-switching in which occurs within a clause or sentence boundary. It can take forms such as code changing, code-mixing, insertion, and congruent lexicalizations. The speaker adds a single word or phrase from another language into a sentence a. Mata kamu cantik, I like it. b.Ini lagu lama, tahun 60an, It's an oldie but a goodie.Tapi, masih enak kok didengerin. Identify the different strategies used to mix languages or language varieties, using the examples of each type in the blue box below; Activity 3a Intra-sentential CS Katja F (2007) Inter-sentential CS a. Please, tolong lah I lagi butuh nih! b. Ehh, ntar sore you bisa ngga accompany me pergi belanja dipasar. a.‘Pay attention please, hari ini kita akan belajar?’ The word ‘pay attention please is the tag-switching. b.Okay, nggak masalah. Inter-sentential code-switching happens when the speaker speaks a clause in one language, and then a uses clause in a different language. Inter-sentential switching occurs when a speaker moves from one language to another between sentences.
C. Types of Code-Switching Situational code-switching happens when a change in the context causes the bilingual to switch from one code to another. According to Wardhaugh (2006), situational code-switching occurs when the languages used change according to the situations. There is no topic change; the speaker speaks in one language in one situation and in another situation. The following brief dialogue describes a situation in which Indonesian bilingual changes from Indonesian to English due to the presence of an English native speaker. Risky: Guys, kita pergi kemping ke bukit biru Tenggarong yuk. Yanes: Wah ayuk, butuh refresing juga. Capek kerja terus. Risky: Besok sabtu ya sampai hari minggu, sekali-sekali kita walking-walking, eating-eating, ya ber-fun-fun dah pokoknya, ha..ha..ha.. Yanes: Are you joining, Hendra? Hendra: Ok, then. Activity 3b Situational CS Katja F (2007) Methaporical CS Queen: Jadi besok kita jadi jalan-jalan? Varo: Tentu saja, kita jalan bersama dengan Rissan. Queen: Baiklah berarti kita beritahu Rissan supaya besok kumpul dirumah dulu. Eh itu dia, Rissan..! Rissan: Hi, how are you? Varo: I am fine. Rissan: What are you doing? Queen: Emm nothing, just want to tell you that tomorrow we want to take you to hang out with us. Rissan: Sound’s good, Ok. Let’s go. A metaphorical code-switching occurs when there is change in the perception, or the purpose, or the topic of the conversation. In reference with the factors, this type of switching involves the Ends, the act Sequence, or the Key, but not the situation. According to metaphorical code-switching has an affective dimension to it: the speakers change the code as the speaker redefine the situation – formal to informal, official to personal, serious to humorous, and politeness to solidarity. The following dialog is an example of this switching. An Indonesian people switches from Indonesian to English to affect a serious dialog to a humorous.
D. Function of Code-switching Students create a role-play or skit that demonstrates how code switching can serve one or more of these funtions in a specific context Activity 4 1 2 4 3 Facilitating Communication Expressing identity Marking group membership Demonstrating linguistic expertise
E. Implications of Code-switching Advantages Disvantages The benefits of bilingualism affect not only professional life but also social life. The brains of bilingual individuals have two active language systems, regardless of what the preferred language is. So the cognitive muscles of the brain always work. 1. Student research and present a real-world example of codeswitching and its implications for language attitudes or policy. 1. 2. Code-switching not only serves to improve communication in the learning-teaching process but also helps bilinguals to maintain and develop their languages.
F.Research on code-switching In the research written by (Abdul-zahra, 2010), discusses code-switching, in which one speaker uses a variety of different languages in her utterances. This research aimed to explain how CS is only one of many linguistic expressions of language interaction and mixing. It demonstrates that code-switching may be classified into three types: situational switching, metaphorical switching, and conversational switching. The researcher attempted to illuminate the final category since it fits the purpose of the investigation. The goal of conversational CS is to generate instances of two codes in equal proportion, so the bilingual may express one statement in one variety and the next in the other, or he or she may utilize two kinds in separate portions of a single sentence. Many studies have identified core discourse functions and cause for code-switching, such as quotes, addressee specificity, compensatory reiteration, and so on. The study throws light on new reasons and motives for CS, such as showing off, discussing banned terms, attracting people's attention, and the multilingual may modify his/her code for joking or narrating amusing scenarios, among other things. In general, the study of the participants' responses revealed that conversational CS should be viewed as a tool for achieving communicative social goals among bilingual speakers. Code-switching in Language
Create a bilingual multilingual character and have a chat about code-switching. Then, practice it with your partner in front of the class. G. Classroom Activities Role Playing Exercise Code-switching games in small groups (Two or four members) Every group performs text code-switching according to its type. Next, each group reads the text code-switching forward in turn. The other groups are asked to determine the type of text after one group has read it. The team that correctly responds earns a point. 1. 2. 3. 4.
Students write a reflective essay on their own language use and how they can apply what they've learned about code-switching to their future communication. H. Conclusion Activity 6
Abdul, Zahra. (2010). Code-Switching in Language: An Applied Study. Journal J. of Colloge of Education for Women, 21(1) Meyerhoff, M. (2018). Introducing Sociolinguistics. In Introducing Sociolinguistics (Issue 2018). https://doi.org/10.4324/9780429507922 Robert, B., & Brown, E. B. (2013). The Handbook of Bilingualism and Multilinguals (W. C. R. Tej K. Bhatia (ed.); Second, Issue 1). Willey Blackwell. Wardhaugh, R. (2006). An Introduction to Sociolinguistics (Fifth Edit). Blackwell. Wardhaugh, R., & Fuller, J. M. (2015). An Introduction to Sociolingustics (Seven Edit). Wiley Blackwell.