Code-switching in English and science classrooms: more than translation

The study examined the use of code-switching by English and science teachers in secondary schools in Malaysia. It focuses on the functions of code-switching in multilingual classrooms where English is the language of instruction, examining in particular the reiterative function of code-switching and its association with translation. Thirty six lessons of teacher discourse in whole-class teaching for English and science were audiotaped, and 20 lessons were found to contain teacher code-switching. Analysis of the teacher discourse involving code-switching using Gumperz's semantic model of conversational code-switching showed that the most prevalent function of code-switching was for reiteration and quotation. Metaphorical code-switching for interpersonal reasons such as addressee specification, objectivisation and personalisation is not as frequent. The reiterative function of code-switching resembling translation is mainly for bridging comprehension gaps. The remaining instances of reiteration are for marking salient information and instructions. The teachers also reiterated messages in Bahasa Malaysia, either in combination with quotation to incorporate student input and text information into the lesson or with objectivisation to allude to authority beyond that of a teacher, as Bahasa Malaysia is the language of government directives. The findings suggest that code-switching facilitates learning.