ABSTRACT
This chapter offers a description of code-switching from a discourse semantics perspective based on Systemic Functional Linguistics (SFL); it explores a successful bilingual teaching program. The program, which adopted Reading to Learn methodology (Rose and Martin, 2012), was designed to systematically deploy the first language of students (L1) to teach English (L2) (Kartika-Ningsih, 2016). In this paper the focus is on identifying the patterns of the code-switching that emerge from the teacher-student interactions. Since Reading to Learn methodology is the basis of the program, the interactions are analyzed as learning exchanges (following Rose, 2018a). Rose’s model of learning exchanges is an important basis for designing teacher’s talk—designing extended here to include code-switching. The discourse semantic system of Negotiation is used to examine the teacher-student interactions in the program and highlights the unfolding interpersonal relations developed through the exchanges. The patterns of code-switching emerging from the designed interactions are consolidated in a system called Language shift. The system focuses on shifts both within and across roles and moves (Kartika-Ningsih and Rose, 2018). Text examples are included that use the system of language shift to analyze the patterns of classroom interaction enabling this bilingual language and literacy program.
