Insight Mosaic e-Megazine (First Edition)

23 Code-Switching as Students A Survival Strategy For many lecturers, their earliest encounters with code-switching occurred during their student years, when they were still struggling to master English. Switching between languages became a way to manage anxiety, as it reduced the pressure they felt when vocabulary or grammar seemed overwhelming. It also fostered social belonging, allowing them to build bonds with peers through the comfort of a shared language, particularly in informal settings. At the same time, code-switching served as a practical tool to ensure clarity in communication, filling gaps whenever English terms were unknown or difficult to recall. At this stage, however, the practice was largely reactive—a lifeline for coping with linguistic limitations rather than a deliberate or strategic choice. Code-Switching as Educators A Pedagogical Choice As these individuals transitioned into teaching roles, their view of code-switching shifted dramatically; what once felt like a weakness gradually became a professional strength. Lecturers now use code-switching as a deliberate tool to simplify complex concepts and support students’ comprehension, applying it carefully and only when the situation truly demands it. In many cases, they retain culturally embedded terms such as solat, zakat, or masak lemak to preserve authenticity and maintain cultural depth within their lessons. At the same time, the strategic use of students’ first language has been shown to boost confidence and encourage greater participation in class discussions. Some lecturers also admitted that switching codes brings them