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Abstract
The interplay between language learners’ use of their first language (L1) and second language (L2) has been the subject of renewed interest in second language acquisition (SLA). The use of L1 can play a strategic cognitive role to scaffold learners’ second language tasks. Added to this, the use of code-switching practices by teachers involved in teaching English for beginners is believed to be advantageous as it offers a lot of functions as reviewed by a great number of experts. In recent years, there has been an unpredicted surge of research interest in the phenomena of bilingual issues, in particular code-switching (abbreviated CS) – alternating one language with another language which is utilized in the process of teaching and learning. The essence of this effort is the utilization of first language (L1) in the process of second language teaching and learning.