Journal of Education and Social Sciences, Vol. 11, Issue 1, (October) ISSN 2289-9855 2018 1 STUDENTS’ PERCEPTION TOWARDS THE USE OF CODE-SWITCHING IN TEACHING AND LEARNING Noorlinda Alang Sheema Liza Idris ABSTRACT Code-switching concerning the swapping from one language to another in classrooms is a typical situation in numerous multi lingual and multicultural classes. In this situation, both teachers and students switch languages for different teaching and learning purposes. Though code-switching has been a controversial topic in the field of linguistics and education, code- switching between the first language (L1) and English as the second language (L2) is widely practiced in local schools and institutions where English is made as the medium of instruction. Past research has shown that this type of code switching as a teaching strategy, enhances students’ learning and achievement. However, local research concerning this practice is limited, thus this study aims to look at the perception of local university students towards the use of code-switching by their lecturers in the teaching and learning process. From a survey involving 45 respondents consisting of diploma students from three different faculties, it was found that lecturers’ code-switching occurs occasionally for several academic purposes particularly involving difficult words, struggling students, assessment matters and class assignments. Generally, the students view their lecturers’ code-switching practice positively as they like the class better, they feel more relaxed and they believe that they obtain more input regarding the subject. In relation to the comprehension of the subject, majority of them feel that their achievement is improved due to lecturers’ code-switching practice as they are able to recognize their errors, to learn new words and to answer questions asked by the lecturers. However, the students have never misjudged the code-switching practice as a sign of their lecturers’ language incompetence; the students believe it is performed purely to ensure their comprehension of the lesson, to clarify explanation and code-switching is deemed necessary to achieve these purposes. Key words: Code-switching, first language (L1) and second language (L2) INTRODUCTION Code-switching is a situation when a person swaps languages, usually one‟s first and second language interchangeably, for different intentions (Gumperz, 1982). Code-switching is always a debatable subject among educators; while some teaching approaches regard the benefits of the mother tongue interference, others believe it should be barred as it may hinder the second language acquisition. Nevertheless, code-switching is still commonly practiced in classrooms all around the world especially where the second language like English is made as a medium of classroom instruction. Generally, code-switching is employed for different aims and purposes at various levels of education, namely early childhood, primary, secondary and tertiary. Anselmo and Williams (2012) discovers that the pre-school teachers‟ code-switching practice supports the Hispanic children‟s acquisition of English as the second language. In schools, Gumperz (1982) finds that teacher s code-switch in classroom to provide instructions for classroom tasks, as well as to encourage students‟ involvement in group activity to accomplish the tasks. Likewise, clarification made by the school teachers in the students‟ mother tongue makes it possible for the students to comprehend new concepts (Strupeck, 2006). While for tertiary level education, according to Ustunel (2004) as cited by Then (2009), lecturers use code-switching to deal with students‟ passive participation in class activities and students‟ error. Code-switching is also practiced by educators all around the globe in classrooms that are using second or foreign language as the medium of instruction. Yang (2004) uncovers that teachers in China strategize code-switching to suit their students‟ language proficiency level in order to achieve their performance objectives for the current semester. In Brunei Darussalam, Martin (1996) as in Then (2009) discovers that code-switching is practiced by school teachers in primary level 4 and 5 especially in teaching History, followed by Science, Geography and Mathematics. In addition, a study on lecturers teaching German done by Seidlitz (2003) as quoted by Then (2009) shows that American lecturers code-switch more compared to German lecturers. German lecturers prefer to restate but restatements made by the American lecturers are longer. In terms of the purpose, American lecturers code-switch because they assume that the students do not understand the lesson, whereas German lecturers code-switch when they are asked by the students. American lecturers also use code-switching to create sense of humor in classroom, to compliment students‟ accomplishment, to motivate students and finally to punish students‟ wrongdoings. Locally, in their research involving nine pre-service English teachers, Mahadhir and Then (2007) reveal that these teachers code-switch for the purpose of rephrasing, drawing attention and interacting with the students. They need to use the students‟ mother tongue to a id students‟ understanding and also to enhance their vocabularies. In order to do this, the teachers become the resource pe rsons, needs analysts and also facilitators in promoting students to communicate with each other. As code-switching is widely-practiced by educators in many countries, including Malaysia, for different intentions and due to its potentials in improving students‟ understanding of a subject, learners‟ perceptions towards this practice are also varied. Badrul Hisham and Kamaruzaman (2009) reveal that low proficiency learners in secondary classrooms in Malaysia view their teachers‟