Code-switching as a Resource in Content and Language Integrated Learnin

IntroductionCurrently, breeding meat in foreign spoken communication and second wrangle, for example, content and language integrated learning (CLIL) or bilingual teaching approach has scram a trend in educational activity world. Some countries such as Malaysia, Africa, and European countries have adopted this model of learning in their education system. There are some reasons behind adopting CLIL or bilingual teaching approach in their education system, for example, to improve cross countries (cross language) traffic, and as a respond to the important of English language as a plethoric language in the world (Samala, 2009).Cummins stated that there is a borderline level of language proficiency (treshold), that students should reach in order to be able to learn the task effectively (1981, cited in Lim & Presmeg, 2010). As students in bilingual or CLIL schoolroom do not learn the content of the lesson in their mother tongue, code-switching is often occurred in their classroom . The teacher in the classroom would switch classroom discourse from the tooshie language to students first language when he find that the students difficult to understand the concept of the lesson in the target language. Code-switching in the classroom should not be considered as a hardship to teach in the target language, but it should be considered as a resource in the classroom. In this essay, I will discuss both(prenominal) advantages and disadvantages of code-switching in classroom. Definition of Code-switchingAccording to Baker, code-switching is a situation where an individual switched from unity to another language in one utterance, and the switching is done deliberately (1993, cited in Lim & Presmeg, 2010). In general, Setati (1998) defined that code-switching is the ... ...might feel neglected by the use of code-switching in their classroom (Cook, 2002, Sert 2005, both cited in Stephen-Kalong, 2008). Therefore, she suggested that, code-switching lonesome(prenomina l) can be applied effectively in the classroom where all students have the kindred main language.According to Sert, Code-switching in teacher instruction might conduce students to feel bored and lost their attention to the previous instruction in the target language (2005, cited in Stephen-Kalong, 2008). It happen because, the teachers often repeat their operating instructions in students main language. ConclusionOverall, considering a lot of benefits that teachers and students might induce from applying code-switching in the classroom, we should consider it as a resource in the classroom. However, Code-switching only can be fully understood in the actual circumstance in which it takes place.