June 8, 2025

Code Mixing Used by Tutors at Bananaina English Course

Key Points

Code mixing predominantly involves alternation, with 53% of utterances reflecting this technique, indicating its significant role in communication.
Findings indicate that tutors primarily use code mixing to clarify concepts and build rapport with students in the course.
The study utilizes qualitative descriptive methods, including interviews and observations, to analyze three English educators' practices.
Insights from this analysis highlight the importance of understanding linguistic adaptation and its impact on teaching in diverse classrooms.

Abstract

The investigation centers on tutors’ code-mixing at Bananaina English Course during 2023–2024. The objectives encompass discerning code-mixing variants employed by instructors and unraveling their underlying motivations. This inquiry adopts a qualitative descriptive approach, spotlighting three English educators. Data collection entailed interviews, direct observation, and audio documentation, then interpreted through Muysken’s (2000) and Hoffmann’s (1991) frameworks. Findings reveal alternation code-mixing predominated (53%, 84 utterances), followed by insertion (28%, 45 utterances) and congruent lexicalization (19%, 31 utterances). Tutors engaged in code-mixing chiefly to elucidate concepts and foster rapport. Examining code-mixing illuminates linguistic adaptation in diverse settings and enriches comprehension of language acquisition in multilingual milieus. Such insights may refine pedagogical strategies in heterogeneous classrooms. Moreover, code-mixing research elucidates the psychological and sociocultural dimensions of linguistic variation, shedding light on dynamics of power, identity, and communicative norms.

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