CHAPTER 1 1.0 Introduction - DSpace@UM - University of Malaya

to teach the science subject is more effective since the students are very familiar with
the Malay language. This conclusion is base from by listening to the tapes that were
recorded by the researcher.
Another reason for code-switching is to save time. The pupils have already mastered
the basic principles of Malay language. There are Malay words for the scientific terms
such as radiation, condensation reflection, eclipse and ear drum. The educators save
time when they give the equivalents in Malay to substitute English words. Other wise,
the educators have to give an elaborate and lengthy explanation in English to make
the students comprehend the meanings.
The bilingual educators also code switch because of habitual reasons. Since Malaysia
is a multi-ethnic and a multi-lingual country, many languages are being spoken. It is a
common norm or habitual to use more than one language in discourse. According to
Maya Khemlani, “It is seen as a habitual reason to code-switch between a word or
phrase level not because of the lack of vocabulary by the interlocutors but a
accustomed and a habitual reason”. (Maya Khemlani 2003: 19)
Besides habitual reasons, the bilingual educators also code switch because of
influence of other subjects such as mathematics. Since 2003, science and mathematics
are taught in the English language starting from primary One. The educators were
sceptical about the effectiveness of teaching science and mathematics in the English
language since the Malay language has been used as a medium of instruction teaching
science since the year 1983. The students that the researcher observed started to learn
science in the English language when they were in primary Five.
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