Code switching habits in high school. Poor proficiency in foreign languages

Code Switching Habits in High School
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Institution
Code Switching Habits in High School
Discussion
According to Hudson (1998), code switching is used (by teachers) because of their poor proficiency in foreign languages. The same author adds that teachers use this linguistic technique (code switching) in order to help their students understand. The results in table 5 complement the author’s findings since the frequency of respondents who agreed to using code switching (because of the convenience in explanation) was forty percent. This could also imply that multilingual speakers apply code switching when communicating cultural concepts that can only be understood in their native languages. In a different study, Bassiouney (2009) argues that code switching is used to exhibit solidarity. The fact that 23.3 percent of the study population used code switching for solidarity purposes is a clear indication that Bassiouney (2009) was right. It is also clear that some speakers apply code switching for social purposes because of the 13. 4 percentage frequency in table 5. Haliza et al., (2011), share this argument.
The results also indicate that 46.6 percent of the study population preferred to communicate in Arabic, 6.8 percent in English, and 46.6 percent in both English and Arabic. It should be noted that the frequency of the study population that preferred to use English is low while that of Arabic or both Arabic and English is high. This is a possible reason for the study population to practice code switching because the population is not proficient in English. While examining the effects of code switching on multilingual speakers, the results indicated that 26.7 percent of the population under study received positive outcomes from code switching. Another 26.7 percent of the study population highlighted that code switching has negative effects, while 46.6 percent did not experience the effects of code switching. This reveals that code switchi...