Code-switching in Arabic Teaching: Vygotsky's Sociocultural Theory Perspective/التحول اللغوي في تعليم اللغة العربية من وجهة النظرية الاجتماعية والثقافية

Handoko Ja'far, Mamluatul Hasanah

Abstract


This study explores code-switching's manifestation and highlights its significant role for students facing language barriers. The findings show that: (1) the phenomenon of code-switching: its manifestation, reasons, and functions demonstrate the significant role of the more knowledgeable other in teaching Arabic, especially for new students and those who have language barriers and psychological burdens in speaking Arabic; (2) the role of Indonesian scaffolding in code-switching for Arabic teaching, which is still viewed as a mediational tool for bridging the language gap, becomes a helpful strategy in learning the target language, including maintaining interactional continuity and improving speaking skill possibility; and (3) those findings seem to be in line with Vygotskyan thought, which from the perspective of sociocultural theory is understood as persistence in facing a new language to learn. The study establishes a correlation between code-switching scaffolding and second language acquisition success. Despite the undesired emergence of code-switching, the research concludes that code-switching retains a place in foreign language teaching.

Keywords


Arabic teaching; Code-switching; Indonesian scaffolding; Sociocultural theory

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DOI: https://doi.org/10.17509/alsuniyat.v7i2.69630

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