Mixing and Switching the Codes in Kindergarten Teachers-Students Interaction: A Case Study at Northern Green School

Cici Melysa, Arsen Nahum Pasaribu

Abstract


The study of code mixing and code switching has grown in popularity in last decade. The studies of codes on teachers-students interaction, however, were still relatively unexplored. Thus, this study examines code-mixing and code-switching realized in the classroom interaction used by the Kindergarten Teacher in Northern Green School. The study was a qualitative descriptive research using case study. The objective of the study was to analyze the types of the codes and the factors that caused the occurrence of code-mixing and code-switching.  The subjects in the study were 2 teachers and 9 students of first level of the Kindergarten. The data were gained through observation and recording. The results showed that the code-mixing and code-switching used by the teachers in the classroom interaction based on the form in many differences, such as code-mixing in the form of insertion, alternation, and congruent lexicalization. While code-switching is in the form of tag switching, inter-sentential switching and intra-sentential switching. The reason of using code-mixing and code-switching in the learning process was due to the conversational habit and the language background of Indonesia language while the school is as a national school plus using English as a means of communication.


Keywords


bilingualism; code-mixing; code-switching; kindergarten

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References


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DOI: https://doi.org/10.33258/birci.v4i3.2486

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.