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All Journal International Journal of Language Teaching and Education English Language Education Reviews
Estremera, Michael
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Education Languange, Linguistic, Communication & Media Social Sciences

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Code-switching in Second Language Acquisition: A Systematic Literature Review on Benefits and Challenges Lauta, Lyn C.; Estremera, Michael
ELE Reviews: English Language Education Reviews Vol. 5 No. 1 (2025): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i1.11666

Abstract

This systematic literature review provides a comprehensive examination of the multifaceted role of Code-Switching (CS) in the complex process of Second Language Acquisition (SLA). This study includes a systematic literature review following the PRISMA model to identify, screen, and analyze relevant research on CS in education, ensuring a comprehensive and transparent selection of high-quality sources. The articles analyzed met the inclusion criteria: empirical works, under the theme of CS in SLA, language learners as the research subject, and elaborating benefits and challenges of CS. Of 850 screened records, 50 articles were qualitatively synthesized, making up the systematic review material. The findings of this review reveal that CS can serve as a valuable and versatile strategy for learners, enabling them to overcome temporary linguistic limitations, enhance comprehension of complex concepts, and actively participate in communication even when faced with gaps in their target language proficiency. It highlights how CS can facilitate meaning negotiation, foster a sense of belonging, and promote a more comfortable and inclusive learning atmosphere. However, the review also acknowledges and thoroughly analyzes potential drawbacks associated with CS, such as the risk of over-reliance on the first language (L1), which may inadvertently impede the development of target language proficiency and hinder the acquisition of necessary linguistic resources. This includes the potential for fossilization of errors and the avoidance of challenging target language structure. This study implies that while CS can be a prevailing communicative and pedagogical means in SLA, its use must be thoughtful to avoid undesirable effects. Therefore, schools and stakeholders could implement strategic actions to effectively equip teachers to use CS within diverse educational contexts.
A Systematic Literature Review of Bilingual Education Models: :Approaches and Educational Outcomes Gersalia, Angela; Estremera, Michael
International Journal of Language Teaching and Education Vol. 9 No. 2 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i2.44428

Abstract

This systematic literature review explores various bilingual education models—Dual Language Immersion (DLI), Two-Way Immersion (TWI), Transitional Bilingual Education (TBE), and Maintenance Bilingual Education (MBE)—to assess their pedagogical approaches and corresponding educational outcomes. 1,128 articles were identified from databases including ERIC, JSTOR, Google Scholar, Wiley Online Library, and SAGE Journals and screened using the PRISMA framework. Twenty-one studies met the inclusion criteria. The findings show that the DLI model consistently produces strong literacy, academic performance, and language retention results. The TWI, TBE, and MBE models yielded more varied outcomes. Geographic analysis revealed a research concentration in North America, Europe, and Asia. This review highlights practical approaches for educators and policymakers while identifying gaps for future research.
Co-Authors Gersalia, Angela Lauta, Lyn C.