Article Analysis: Code Switching in ESL Classrooms (Arabic Learners)

This report provides an analysis of the article "Code switching in ESL classrooms: A study of adult Arabic learners" by Larbah and Oliver (2015). The research investigated the use of code-switching among adult Arabic students in ESL classrooms, exploring its functions and frequency. The study collected data through classroom observations, identifying and coding instances of code-switching. The main findings revealed that code-switching served pedagogical functions (improving understanding, vocabulary, and grammar), communicative functions (enhancing expression and participation), and social functions (expressing identity and building relationships). The analysis highlights the importance of understanding code-switching as a valuable tool that can benefit language acquisition and improve the learning experience for bilingual students. The study supports the idea that teachers should understand that switching between L1 and the TL can enhance language acquisition.

Running head: ARTICLE ANALYSIS 1
Larbah, M., & Oliver, R. (2015). Code switching in ESL classrooms: A study of adult Arabic
learners. English Australia Journal, 31(1).
Student’s Name
University

ARTICLE ANALYSIS 2
Larbah, M., & Oliver, R. (2015). Code switching in ESL classrooms: A study of adult Arabic
learners. English Australia Journal, 31(1).
What is the research question Area?
Bilingualism in adults
What is the Research Question the researcher aimed to study?
The research question for this study was to investigate adult Arabic student’s use of code-
switching in classrooms.
Rationale: Why is it useful to research this topic?
The rationale for Larbah & Oliver (2015) study is to understand the role of code-switching in
bilingual users, the frequency of switching and the reasons for switching from one language to
another. This study will propose the communicative functions of code-switching which are
important in understanding how this can be used and applied in a classroom setting. This can
lead to the collaborative use of this cognitive element to the benefit of learners. Since this is a
communicative resource, it means that its understanding will contribute to the positive
experience of students and increase their way of communication with their peers.
How was the data collected and analyzed?
The data was collected through class observations for two weeks where the observations
were recorded and transcribed for analysis. Smitt & Onwuegbuzie (2018) suggests that this data
collection method gives the researcher a better understanding of the issues and allows the
researcher to interpret the issues in the study. From the collected observation data, all examples
of code-switching were identified and translated into another language and then coded based on
the functions that they played. In the analysis, the collected categories were compared to the
existing literature to find new reasons for code-switching.

ARTICLE ANALYSIS 3
What are the main findings of this research?
The study revealed that code-switching served different functions for the user. The first
reason was to serve pedagogical functions for the user. These included improving understanding,
assisting the learners in the understanding of vocabulary, and grammar development. In language
use, code-switching simplifies the language especially in situations where the user feels that the
use of a second language will require a jargon that can be difficult for others to understand. Hall
(2011) adds that in language, code-switching plays a functional element of language that is used
to express different functions.
Larbah & Oliver (2015) reported that the second role of code-switching is for
communicative functions where it makes it easy for the users to express themselves and the
pragmatic meanings that they have. In this sense, this function is seen enhanced group
participation, emphasizing of points and at the same time enabling requests to be made when the
students were seeking help. This is similar to De la Colina & Mayo (2009) study which shows
that this communicative function is based from the fact that when the local Arabic language is
used, the students felt that their communication and requests were polite and reflected the
cultural authentic meanings that certain phrases hold rather than direct translation to another
language.
The third role of code-switching is the social function where language exists as a cultural
element that is used based on the background and context. The social functions for this purpose
are expressing identity and establishing relationships (Larbah & Oliver, 2015). These findings
are supported by Canagarajah (2005) study which found that a language is a tool for identity that
assists people to form relationships with each other based on the cultural elements that they hold

ARTICLE ANALYSIS 4
with the language. Being a culturally diverse country, bilingual users in Australia gain a lot from
the cultural aspects of code switching especially during interaction with other peers.

ARTICLE ANALYSIS 5
References
Canagarajah, A. (2005). Dilemmas in planning English/vernacular relations in postcolonial
communities. Journal of Sociolinguistics, 9(3), 418–447.
Colina, A. D., & Mayo, M. (2009). Oral interaction in task-based EFL learning: The use of the
L1 as a cognitive tool. IRAL. International Review of Applied Linguistics in Language
Teaching, 47(3), 325–345.
Hall, G. (2011). Exploring English Language Teaching: Language in Action. London:
Routledge.
Larbah, M., & Oliver, R. (2015). Code switching in ESL classrooms: A study of adult Arabic
learners. English Australia Journal, 31(1).
Smitt, B., & Onwuegbuzie, A. (2018). Observations in Qualitative Inquiry: When What You See
Is Not What You See. International Journal of Qualitative Methods., 11-22.