TRIGGERED CODE-SWITCHING: A BOTTOM-UP APPROACH TO CODE-SWITCHING AMONG L2 TEACHERS
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Keywords

bilingual speech production; code-switching; ESL; L2 teachers; triggering

How to Cite

CHONG, Y. S. ., SALEHUDDIN, K., AMZAH, N., & ABDUL HAMID, B. (2023). TRIGGERED CODE-SWITCHING: A BOTTOM-UP APPROACH TO CODE-SWITCHING AMONG L2 TEACHERS. Issues in Language Studies, 12(2), 246–263. https://doi.org/10.33736/ils.5522.2023

Abstract

Classroom interaction in the second language (L2) is an important source of language

input for students. Yet, code-switching from the target language to another language is

commonplace in many L2 classrooms. Psycholinguistic studies have shown codeswitching

happens through top-down and bottom-up processes during bilingual speech

production. Triggering is a bottom-up process where code-switching is caused by words

that are shared between different languages. To investigate if triggered code-switching

takes place among secondary school ESL teachers in Malaysia, a study on teachers’

language use in class was conducted. A total of 111 minutes of interaction from two

English lessons was audio recorded and 225 instances of teacher code-switching in the

recordings were analysed. The analysis reveals that lexical transfers between English and

Malay and selected discourse markers triggered instances of code-switching among the

teachers. The findings suggest that teacher code-switching in L2 classrooms should be

considered from both top-down and bottom-up perspectives. Based on these findings,

suggestions for future studies on code-switching among L2 teachers were provided.

https://doi.org/10.33736/ils.5522.2023
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