The Cognitive Factors of Code-Switching Among Bilingual Primary School Students: A Case Study
Abstract
This research examines the cognitive factors which influenced code-switching phenomenon among bilingual primary students at Global Nusantara National Plus Primary School sampit. To achieve the result, the research use a qualitative case study approach, five bilingual students and the science teacher that been purposively sampled were been observed and interview to gather data of code switching and pedagogical insight. The results showed the cognitive factors of code-switching such as Helping understand (41.30%) and Speaking Easier (32.60%) as the most cognitive factors that been used by the bilingual students while performing code-switching as their strategy for effective communication and natural expression. Language difficulties (23.91%) and Self Editing (2.17%) were also observed as the least cognitive factors by the bilingual students while performing cod-switching during the learniing in class. These findings brodens the understanding of code switching as a sophisticated cognitive and pedagogical mechanism that enhances how communication are evolving and advocating a valuable cognitive strenght in bilingual education in the future.
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