Exploring Code-Switching Practices in Vietnamese Classrooms: An Introductory Investigation

JOURNAL OF LINGUISTICS, CULTURE AND COMMUNICATION Vol.02, No.02, 2024: December: 147-162, E-ISSN: 2988-1641 https://jolcc.org/index.php/jolcc/index Exploring Code-Switching Practices in Vietnamese Classrooms: An Introductory Investigation Nguyen Thi Dan Tam Faculty of English, HCMC University of Economics and Finance, Vietnam Email: Submission Track: Received: 15-04-2024, Final Revision: 01-06-2024, Available Online: 25-06-2024 Copyright © 2024 Authors This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. ABSTRACT This study delves into the nuanced practice of code-switching (CS) in English as a Foreign Language (EFL) classrooms in Vietnam, examining its implications for language learning from both educators' and learners' perspectives. Through a mixed-methods approach involving surveys and interviews with 225 ESL students and eight experienced ESL lecturers at a renowned public university in Ho Chi Minh City, this research illuminates the multifaceted role of CS in enhancing comprehension, engagement, and linguistic proficiency. The findings reveal a general preference among students for a balanced use of English and Vietnamese, underscoring the pedagogical value of strategic CS in facilitating understanding and reducing the affective filter in language learning. Educators' narratives highlight the benefits and challenges of CS in maintaining English exposure while accommodating diverse learner needs. The study also uncovers emerging issues, such as the impact of digital and online learning environments on CS practices and the influence of external expectations on educators' language use decisions. By integrating insights from existing literature, this research contributes to a deeper understanding of the dynamic interplay between language use and educational outcomes in bilingual settings, advocating for flexible, learner-centered teaching approaches that accommodate the evolving landscape of language education. Keywords: code-switching, bilingual education, English as a Foreign Language, Vietnamese classrooms 147 JOURNAL OF LINGUISTICS, CULTURE AND COMMUNICATION Vol.02, No.02, 2024: December: 147-162, E-ISSN: 2988-1641 https://jolcc.org/index.php/jolcc/index INTRODUCTION The use of code-switching (CS) has garnered significant attention from both national and international scholars. Despite numerous research endeavors conducted on CS in various contexts, such as Aparece and Bacasmot (2023), Gallagher (2020), Goodman and Tastanbek (2021), Kumar, Nukapangu, and Hassan (2021), MacSwan and Faltis (2020), Muthusamy et al (2020), Shafi, Kazmi and Asif (2020), Siddiq et al (2020), Zainil and Arsyad (2021), most studies predominantly focus on countries other than Vietnam. These investigations offer insights into why CS occurrences occur in ESL contexts and highlight the potential benefits of employing CS in English language teaching. For instance, Aparece and Bacasmot (2023), Kumar, Nukapangu, and Hassan (2021), Kheder and Kaan (2021) suggest that CS can serve as a pedagogic tool to support low-proficiency students in language learning, while the findings of Adler, Valdés Kroff, and Novick (2020), Shafi, Kazmi and indicate its effectiveness in enhancing students' comprehension. However, the applicability of these findings to Vietnam remains uncertain, as few studies have thoroughly explored CS in Vietnamese educational settings (Dinh & Pham, 2020; Le, 2022; Nguyen & Yuan, 2023; Vu, 2021). Moreover, existing research primarily focuses on teachers' perspectives on classroom code-switching, neglecting the valuable insights from learners' viewpoints. Therefore, there is a crucial need for further investigation in Vietnam to fully comprehend the intricacies of CS in ESL contexts. Considering the gaps in current research and the distinct sociolinguistic environment of Vietnam, characterized by large class sizes and varied language proficiency, this study aims to bridge these gaps by exploring the viewpoints of both teachers and learners regarding code-switching in English as a Foreign Language (EFL) classrooms in Vietnam. This research offers an in-depth analysis of code-switching's function and influence on language acquisition within this specific Vietnamese setting. LITERATURE REVIEW Definitions Code-switching refers to the alternation between two or more languages or language varieties within a single discourse or conversation (Gardner‐Chloros, 2020; Goodman & 148 JOURNAL OF LINGUISTICS, CULTURE AND COMMUNICATION Vol.02, No.02, 2024: December: 147-162, E-ISSN: 2988-1641 https://jolcc.org/index.php/jolcc/index Tastanbek, 2021; Pintado Gutiérrez, 2021; Younas, Afzaal, Noor, Khalid, & Naqvi, 2020). This linguistic phenomenon occurs when speakers seamlessly switch between linguistic codes based on contextual, social, or situational factors. Code-switching can manifest at various linguistic levels, including morphological, syntactic, and lexical, and serves diverse communicative functions. It reflects the complex interplay of language and identity in multilingual contexts and is a common practice in communities with multiple linguistic repertoires. Code-switching highlights the fluidity of linguistic boundaries in communication and underscores the dynamic nature of language use, showcasing how speakers navigate between different linguistic systems to convey meaning effectively. Functions of mother tongue in previous studies (L1) The functions of the mother tongue (L1) in language teaching encompass a spectrum of pedagogical strategies and approaches to enhance language learning outcomes. Drawing on a learner's first language can serve various purposes, ranging from scaffolding comprehension to fostering cultural connections. This section explores the multifaceted roles of the mother tongue in language instruction, supported by scholarly literature. One primary function of the mother tongue in language teaching is to provide scaffolding and comprehension support for learners. De La Fuente and Goldenberg (2022) emphasize the importance of building on students' existing linguistic and cognitive skills in their first language to facilitate acquiring a second language. By using the mother tongue strategically, teachers can clarify complex concepts, explain grammar structures, and provide translations as needed, thereby promoting more profound understanding and comprehension (Beisenbayeva 2020; Hawa, Suryani, Susiani, Dauyah & Majid 2021; Neokleous, Krulatz & Xu 2022). In addition, the mother tongue serves as a cultural and conceptual bridge that connects learners' existing knowledge and experiences with the target language (Alshayban & Alghammas, 2020; Gempeso & Mendez, 2021; Leighton, 2022). By incorporating elements of students' first language into language teaching, educators can contextualize language learning within familiar cultural frameworks, making it more meaningful and relevant 149 JOURNAL OF LINGUISTICS, CULTURE AND COM (...truncated)