Why use of laptops should be banned during classes

Table of Contents Introduction Advantages of using of laptops in class Disadvantages of using of laptops in class Discussion Conclusion Reference List Introduction Contemporary educational institutions have incorporated the use of technology in their pedagogy. This has attracted immense research from education scholars, who seek to establish the effectiveness of the use of technology tools like laptops and the internet in the classroom. It has thus been established that the use of laptops in classroom by both students and their instructor has counterproductive effects with the down-side being weightier than the benefits.Advertising We will write a custom essay sample on Why use of laptops should be banned during classes specifically for you for only $16.05 $11/page Learn More Despite this fact, a number of educational institutions still allow students to use their laptops in taking class notes. This has led to the decline in the average performance o f students since the use of laptops in class is more likely to make students get fewer benefits from class work. This paper is an exploration of both the benefits and the shortfalls of using laptops in a classroom environment. Advantages of using of laptops in class The use of laptops in class has a number of advantages. Research has shown that with the use of laptops in class, students are normally highly motivated. This is because students like technology like laptops and the internet. This is an advantage because students will have the zeal to attend classes and participate in classroom activities. Studies, therefore, showed that, in classrooms where laptops and the internet are used in instructing the students, student attendance of classes was better than the attendance of classes in which there were no laptops. Research has also shown that the use of laptops helps students to maintain their levels of performance since it is unlikely for the students to lose motivation in class work (Carrie, 2008). This is as contrasted with a classroom with no laptops, in which student performances tend to fluctuate. Another importance of using laptops in class is that in some situations, laptops offer the best means for instructions. For instance, in a classroom where an inquiry process is needed by the instructor, laptops would be most appropriate. The use of laptops has also been credited with improving the extent to which students are equipped with project-based skills (Yvonne, 2004). It is also important to note that in some courses/majors, the use of laptops and computers in general cannot be avoided. For instance, it is virtually impossible for a Computer Science class to be conducted without using laptops in classroom.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, even if some theory classes may be conducted without the use of laptops in this case, practical classes m ust embrace the use of laptops in order for them to have the desired effect on the students. Thus as much as laptops may affect student performance in some cases, in other cases heir use is mandatory. However, a number of other studies have shown proved that the use of laptops in class in disadvantageous. Disadvantages of using of laptops in class Both instructors and students encounter a number of problems in the classroom when they decide to attend classes with their laptops. One of the problems that come with attending classes with a laptop is lack of concentration in class. This is obviously expected since the student will be, at times, too engaged with the laptop that it will be impossible for him/her to concentrate. One of the activities that will possibly make students lose concentration is browsing of information on the internet. However, it is easy for the instructor to spot students who engage in surfing the internet since the students will most likely concentrate on the l aptop screen, without using the keyboard. A good way to ensure that students do not lose concentration as they surf the internet is to walk around the class while teaching. Students may also lose concentration in class if they get engaged in instant messaging on the internet. This is normally a big problem since the instructor will be unable to detect it as the students will appear as if they are taking notes. Moving from one point in the class to another, behind the students, and checking the applications that the students are using will make the instructor help most of his/her students to concentrate (Timmer, 2009). It is also of essence that the instructor makes a tactful request to the students when he/she notices that they are chatting on the internet. This will make the students fear disobeying the instructor. Another issue that comes with using laptops in classroom is the issue of legitimacy or credibility of web sites that the instructor uses with students in class. Some of the websites that an instructor may decide to use in class for discussion purposes may not be scholarly sources. Despite this fact, the students may become so enthusiastic about the web sites that they treat them as scholarly sources, and thus they spend too much time in them (Carrie, 2008). This may ultimately affect their overall performance. If an instructor is not careful with the way he/she uses laptops in his/her pedagogy, the instructor may overly depend on the laptops. This is disastrous since a class in which every exercise is done using laptops will not have a holistic approach to learning. This lack of a holistic result in such teaching will be as a result of insufficient time for other classroom activities like group discussions, and possibly role playing in skits (Hampton, 2004).Advertising We will write a custom essay sample on Why use of laptops should be banned during classes specifically for you for only $16.05 $11/page Learn More The u se of laptops connected to the internet also poses a great challenge to instructors who are not technology-savvy. In order for such instructors to be effective, it is of essence that the instructors also take classes on how to effectively use technology. This may take too much of their time that it may affect the time that the instructor spends with his/her students. The performance of the students may, in turn, be affected negatively. Discussion More and more educational institutions are using laptops and the internet in their classroom. This has led to popularity of educational research skewed towards the use of technology in class. Virtually all the studies conducted on this subject show that the use of laptops in class has counterproductive effects on the students using the laptops. As much as it motivates them to attend classes, maintaining a high level of student presence during classes, which may in turn translate to better and more steady grades, it also poses a number of th reats to the academic welfare of the students using the laptops in the classroom (McLain, 2009). From the discussion above, it is evident that the benefits of using laptops and the internet in the classroom are less than the treats that the use of laptops in class poses to the academic welfare of students. Despite this, many instructors are still allowing their students to enter classes with their laptops that are connected to the internet. It is of great essence that instructors analyze the benefits and shortfalls of allowing students to use laptops in their classrooms and take the necessary actions to preserve the academic welfare of the students. For instance, in a situation where some of the tasks that the instructor wants to illustrate to students require the use of computers, the instructor may decide to allow the students to enter the classroom with their laptops. However, the instructor should be very alert to monitor how the students are using their laptops. On the other ha nd, if the students want to just use the laptops in taking notes, it is advisable for the instructor to deny them the chance to enter the classroom with their laptops. This is due to the aforementioned shortfalls of attending classrooms with laptops. In the same way, instructors should avoid coming to class with laptops unless it is extremely important to do so. This is because, like the students, the instructor may also lose concentration as he/she teaches. For instance, the instructor may forget to close some interactive programs/applications which may require his/her attention while in the classroom. For instance, if the instructor was using an instant messaging application before coming to class, and he/she forgets to close the application, a message may be sent while he/she is in class.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This may make him/her stop what he/she was doing to read the message, and thus class activities will be substantially interrupted. Additionally, the instructor may also be tempted to use the internet while in classroom (Cole, 2007). For instance, while teaching, he/she may miss a point and be tempted to look for it on the internet while in class. The instructor may also be tempted to surf the internet when students are busy working on assignments. This will limit his/her ability to help them when they get stuck. Laptops should thus be used by students and instructors outside the classroom even if they use them for academic purposes. The only exception to this is if the materials being covered in class require the use of computers for the students to better understand what is being taught. Conclusion As evidenced in the discussion above, there is a great need for educational institutions to establish the extent to which they can allow students to productively use their laptops in cla ssrooms. This is because an alarming number of these institutions operate in total or partial disregard of the dangers that are posed by allowing students to take class notes using their laptops. In spite of the advantages that may accrue due to this practice, academic institutions should consider the fact that the advantages are fewer and less serious than the disadvantages of the same. Students may also go to an extent of extending their addictions to the classroom. Some may be addicted to online chatting, others may be addicted to music, and there may even be others addicted to pornography. The availability of the facilities to view these things in the classroom could have a devastating effect on the performance of the students, which could make an educational institution unpopular. In cases where laptops must be used, like in Computer Science practical classes, instructors should be very alert. This will ensure that students are effectively monitored during such classroom sessio ns. Reference List Carrie, B. (2008). In-Class laptop use and its effects on student learning. Computers and Education, 50 (3), pp. 906-914. Cole, D. (2007). Laptops Vs. Learning. Web. Hampton, S. (2004). Miracle or Menace: Teaching and Learning With Laptop Computers in the Classroom. Educause Quarterly, 3(1). 10-17. McLain, L. (2009). Is Permitting Student Use of Laptops in Class a Good Idea? University of Baltimore School of Law. Timmer, J. (2009). In-class laptop use sparks backlash, possibly lower grades. Web. Yvonne, B. (2004). Laptop Computers in the K-12 Classroom. Web. This essay on Why use of laptops should be banned during classes was written and submitted by user Sierra Humphrey to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Hitler and WW2 essays

Hitler and WW2 essays WW2: The Road to War In 1939 the super powers of the world went into a war. There are many factors that contributed to the start of the war. Mistakes were made that may have played a huge role in starting the war. There are many reasons for the start of the war and no one reason started it. Hitler was a vengeful man who was still angry at the world from what happened to Germany in the last world war and how they had to pay reparations. Hitler started his army and they began to rearm and the league of nations did nothing to stop him.(d6) Hitler was trying to better Germany and he didnt care about anyone else. He tried to gain territory and when he demanded to have a piece of Czecholslavakia the league of nations gave it to him to appease him.(d7) Eventually Hitler thought that he would not be stopped and went on to take over other areas. Many of the European countries were not prepared for war and they decided that Hitler had not done anything severe enough to take any action upon him.(d9) When all along they should have taken action from the start and stopped him while they could before he rearmed himself to the point of no return.(d9) Instead of appeasing Hitler and giving him what he wants to subside him we should have taken a collective security approach and cr ushed the uprising.(d9) Instead we ended up in a war of epic proportions. Hitler believed that his country was impure because of the other nationalities living in it.(d1) Hitler wanted to kill the impurities in their population so he started the mass killings of the jews in an attempt to make them extinct. He claimed that Germany will not have the moral right to enter into colonial politics until he got rid of the impurities in his own country.(d1) His actions of persecution towards the people in germany and the places that he took over also contributed a lot too the war. When Hitler broke the treaty of Versailles and marche...

War crime & crimes of aggression in international Essay

War crime & crimes of aggression in international - Essay Example Sometimes an enemy is dodged by waving a flag and then they are attacked, this also comes under war law violation. However, if an enemy is being deployed with the help of a parachute, then attacking them will not mean it is a war crime. However this rule is critical because in some areas it is not allowed to attack an enemy if they are being deployed from a damaged airplane. They cannot be attacked even if they have landed and are willing to surrender (ICRC, n.p, 1993)2. Genocide and mass murder also come under war crimes. If prisoners and civilians are ill treated then this is also considered as a violation of international war law. This ill treatment can also come under the crime against humanity. As the Nuremberg Trials and Tokyo trials, were held under the international humanitarian laws, there fore these have a significant impact on the war laws. "Wilful killing, torture or inhuman treatment, including... wilfully causing great suffering or serious injury to body or health, unlawful deportation or transfer or unlawful confinement of a protected person, compelling a protected person to serve in the forces of a hostile power, or wilfully depriving a protected person of the rights of fair and regular trial, ...taking of hostages and extensive destruction and appropriation of property, not justified by military necessity and carried out unlawfully and wantonly" (ICRC, n.p, 2005)3. It was after the World War... .taking of hostages and extensive destruction and appropriation of property, not justified by military necessity and carried out unlawfully and wantonly" (ICRC, n.p, 2005)3. It was after the World War II that people realized there should be some form of law that should stop violations against human rights. During the World War II the Nazis killed millions of people just because they were Jews. These people were killed very brutally. The Japanese also mistreated the prisoners during the Second World War. In 1945 and 1946 trials were held which lead to the execution of Nazi leaders. Several Japanese Commanders were also hanged in 1946 and 1948. The reasons for these trials were the war crimes these people did during the war (Smith, 1, n.d)4. Formerly, the international war laws addressed only the war crimes in an international conflict. Today an internal armed conflict can also have war crimes. The international human rights regime has changed over the last decade. Today, if anyone commits a war crime, even if it is a minor armed conflict within the country, the person can be subjected to a trial. Though war crimes have always existed yet formal war crime rules and regulations were established after the Second World War. Perfidy was one common and expected war crime for centuries. In 1899 and 1907, during The Hague Conventions, many rules and regulations were made clear. The Nuremberg Trials gave a new concept to war rules. It was published on August 8, 1945 in London. This has further clarified other forms of crimes done in a war (White, n.p. 2007)5. According to Article 22 of the Hague IV, "The right of belligerents to adopt means of

Sharing and Nurturing Ideas through Liquid Networks Essay

Sharing and Nurturing Ideas through Liquid Networks - Essay Example Blakley agrees with Johnson in her talk, â€Å"Lessons from Fashion's Free Culture.† She says that the fashion industry promotes creativity, because it legalizes copying from one another. In â€Å"Exploring the Diffusion of Innovation among High and Low Innovative Localities,† Walker, Avellaneda, and Berry explore the diffusion of innovation among high and low innovative localities. They learn that competition and learning are some of the factors that can promote and reinforce innovation processes. King and Anderson review several cases and studies in their book, Managing Innovation and Change: A Critical Guide for Organizations, and they discover that many innovation processes do not follow a linear nature of ideation. This essay examines how innovative ideas are formed. It is an important topic because with numerous social, economic, and political issues and problems plaguing communities and societies, innovation is a critical component in resolving them. Innovation c an help provide different options, and even, radical new ways of analyzing and resolving social problems and concerns. This essay reviews literature from Johnson, Blakley, King and Anderson, and Walker et al. These authors, Johnson, Blakley, King and Anderson, and Walker et al., agree that innovation takes time and teamwork. ... Blakley’s idea, where organizations that promote producing, nurturing, and sharing of ideas through liquid networks are the â€Å"hotbeds† of innovation. Spaces and organizations that promote the production of different ideas instigate innovation through promoting the free flow and exchange of ideas. Johnson observes that the sources of innovations are places that generate â€Å"liquid networks.† Johnson defines â€Å"liquid networks† as spaces, where people from numerous backgrounds and who have different values, practices, values, and interests, collaborate and share their ideas. He notes that it is a liquid network, because of the easy flow of ideas and it is a network, because people come together to share these ideas. He stresses that these liquid networks are places where ideas intersect, mix with each other, or help people generate something new from parts of the old. Johnson states that one classic example of liquid networks are coffeehouses of the sixteenth and seventeenth centuries. During the Enlightenment, Johnson narrates that instead of coffee, alcohol was served in these coffeehouses. He notes that these people drank alcohol from morning until evening, by sipping beer or wine every now and then, since water was not very safe to drink then. With these stimulants, he notes that â€Å"better ideas† are formed. In addition, Johnson stresses that the â€Å"architecture of coffeehouses† made it easy for ideas to â€Å"have sex.† In these coffeehouses, people from different fields had their ideas openly shared, made, altered, and combined with other ideas. These are places where innovation thrived, because of the setting that allowed the free sharing of ideas possible. If Johnson is looking for a liquid network culture, he can also find it in the fashion industry.

Timing Of The Special Warning Law Essay

Timing Of The Special Warning Law Essay Timing of the special warning is a matter for the interviewing officer. The warning can only be given in a post arrest, post caution interview.  [1]  There is no guidance in the Act as to when the special warning should be given but Codes E. 4.3C and C. 10.5A of the Codes of Practice are helpful. Code C concerns the detention and questioning of suspects and Code E concerns the tape recording of interviews with suspects: both state, when a suspect who is interviewed after arrest, fails or refuses to answer certain questions, or to answer them satisfactorily, after due warning, a court or jury may draw a proper inference from this silence under ss. 36 and 37 of the Criminal Justice and Public Order Act 1994. The use of after due warning indicates that the special warning should be given before questions are put to the suspect concerning objects, marks or substances or marks on such objects or being found at a place or about the time an offence has been committed. This is a common-sense approach. It would be an unnecessary burden for interviewing officers to be expected to judge, or know, whether an answer to questions is unsatisfactory or not. In many cases, the police only achieve discovery of an unsatisfactory answer after further enquiries. If a special warning is given then any later discovery of an unsatisfactory answer could be the subject of a proper inference using the statutory provisions of ss. 36 and 37. The chronology of the Act is also an indicator of when the special warning should be given. Section 36(1) has four parts: a) is the fact of the possession of objects, substances and marks; b) the belief of the officer that possession indicates participation in an offence; c) informing the suspect of the belief and the request for an explanation; d) the refusal or failure to explain. Item (c) is clearly the special warning. The warning must therefore come before any failure or refusal to answer.  [2]  The Police National Crime Faculty states that test questions should be asked before applying a special warning in their September 1996 update  [3]  when they assert however, a special warning should not be used in any circumstances until after a suspect has failed or refused to answer certain questions (Code C10.5A). This assertion makes no sense and flies in the face of the intention of the legislators.  [4]  The legislators interpretation is clearly right, the suspect should be warned of the sanction that could be applied, before questions begin, about incriminating articles or presence at a particular place. Useful analogies can be drawn: police have the power to take intimate samples, e.g. blood for the purpose of confirming or disproving a suspects involvement in a recordable offence.  [5]  Before a person is asked to provide the sample he must be warned that if he refuses without good cause, his refusal may harm his case if it comes to trial. Is there any essential difference between this provision and special warnings? The warning comes before the request: the suspect is informed of the sanction to be applied if he refuses the request. Another analogy would be a section 34 caution. A person whom there are grounds to suspect of an offence must be cautioned before any questions about it are put to him regarding his involvement or suspected involvemen[t].  [6]  In this case, the caution comes before the questions. Again, is there any essential difference between this provision and a special warning? It makes clear and common sense to apply the warning before questions are put. Comments by Police when Solicitor advises suspect to make no comment. I agree it is right not to undermine the legal representative by stating to the suspect that remaining silent may not be in their interest. However, the Royal Commission study in 1993  [7]  identified that legal representatives at police stations were frequently unqualified and untrained.  [8]  The Legal Advice and Assistance Regulations 1989 permit delegation by a solicitor to such unqualified clerks. The Royal Commission study also found that the incidence of advice to exercise the right to silence increased at police stations where the adviser was wholly experienced.  [9]   The case law to date clearly indicates that a mere assertion that a suspect should not answer questions on legal advice will not save them from an adverse inference.  [10]  Police should not be passive where non accredited or probationary representatives, unsuited to provide legal advice, advise suspects to remain silent to cover their own lack of knowledge or experience.  [11]  In those cases, police should consider contacting the solicitor to give them the opportunity to make alternative arrangements.  [12]   Reference is made in the memorandum to R v Condron and Condron.  [13]  It is suggested that the judgement simply gives guidance at court when the defence wish to challenge the drawing of inferences. That is not the meaning of the judgement. It clearly deals with a solicitor giving his clients advice not to answer questions from the police. The appeal court dealt with that by stating inter alia If the accused gave as a reason for not answering questions that he had been advised by his solicitor not to do so, that advice did not, in their Lordships judgement amount to a waiver of privilege. But equally that bare assertion was unlikely by itself to be regarded as a sufficient reason for not mentioning matters relevant to the defenc[e]. Prepared statements presented before interview or on charge. The memorandum refers to detailed advice prepared by the Criminal Justice office. I have read the detailed advice, which appears to state that suspects cannot be interviewed after charge except on information obtained after charge from sources other than the suspect. I am unable to discover the origin of this interpretation. Code C. 16.5 states that questions can be put where it is in the interests of justice that a person should have put to him and have an opportunity to comment on information concerning the offence which has come to light since he was charged or informed he might be prosecuted. There is no exclusion on information from the interviewee. It would be likely to be in the interests of justice where, for example, a suspect produced a detailed written explanation, after charge, especially where matters are raised, not previously covered by the interview. Need to record information disclosed before interview/charge. I agree with the sentiment of the paragraph. It would be a mistake to set a precedent requiring written disclosure in every case. Legal representatives frequently assert that all the prima facie evidence should be produced before interview or the suspect will be advised to remain silent. The origin of this advice are the recommendations of the Royal Commission that such a requirement be placed in the 3rd edition of the Codes of Practice.  [14]  The recommendations were not ratified and no such requirement exists. However, Doctor Eric Shepherd wrongly included the recommendation as a fact in his advice to legal representatives.  [15]  Police officers should be given guidance to equip them to deal with legal advisors who make assertions not based on legal requirements. Conclusions I have only briefly covered the matters raised in the proposed memorandum. I am willing to provide information that is more detailed if required. I hope that my views will be accepted in the way they are offered, i.e. helpful and qualified. The enclosed book is an in depth study of the matters mentioned above. The book contains critical comment about the stance taken by the Criminal Justice Office and the National Crime Faculty. It is the job of a master to critically comment. As uncomfortable as it is for the persons concerned I believe the comments are justified. It is to be hoped that the bodies criticised do not treat the comments personally, thereby clouding their judgement. Terence D. Inch M.A. LLM

Greatest Contribution of the Third Republic of the Philippine Presidents

Greatest Contribution of The third Republic of the Philippine Presidents Manuel A. Roxas First presidentf the Republic of the Philippines. A lawyer, he began his political career in 1917. An advocate for Philippine independence from the U. S. , he was a member of the convention that drew up a constitution under the revised Philippine Independence and Commonwealth Act (Tydings-McDuffie Act; 1934). He collaborated with the pro-Japanese administration during World War II but was defended in postwar trials by Gen.Douglas MacArthur. He became president of the Philippines when independence was achieved (1946). Roxas obtained rehabilitation funds from the U. S. but was forced to allow the U. S. to maintain military bases and make other major concessions. His government was marred by corruption and police brutality, setting the stage for the Hukbalahap Rebellion. Elpidio Quirino His six years as president were marked by notable postwar reconstruction, general economic gains, and increased ec onomic aid from the United States.Basic social problems, however, particularly in the rural areas, remained unsolved, and his administration was tainted by widespread graft and corruption. Ramon Magsaysay As president, he was a close friend and supporter of the United States and a vocal spokesman against communism during the Cold War. He led the foundation of the Southeast Asia Treaty Organization also known as the Manila Pact of 1954, that aimed to defend South East Asia, South Asia and the Southwestern Pacific from communism. He was also known for his integrity and strength of character.During his term, he made Malacanang Palace literally a â€Å"house of the people†, opening its gates to the public. Carlos Garcia During his administration, he acted on the Bohlen–Serrano Agreement which shortened the lease of the US Bases from 99 years to 25 years and made it renewable after every five years. He also exercised the Filipino First Policy, for which he was known. This p olicy heavily favored Filipino businessmen over foreign investors. He was also responsible for changes in retail trade which greatly affected the Chinese businessmen in the country.Diosdado Macapagal During his presidency, the Philippines enjoyed prosperity and was the second most developed country in the Asian region, next only to Japan and ahead of the future tiger economies of Asia such as Singapore, Taiwan, and Korea. Allowed the Philippine peso to float on the free currency exchange market. abolition of tenancy and accompanying land reform program in the Agricultural Land Reform Code of 1963 which underscored his endeavor to fight mass poverty. Ferdinand MarcosDuring his first term he had made progress in agriculture, industry, and education. Yet his administration was troubled by increasing student demonstrations and violent urban-guerrilla activities. Initially, he had a good record as president and the Filipinos expected him to be one of the best. However, conditions changed in later years and his popularity with the people started diminishing. Proclaimed Martial Law. Corazon Aquino Despite the euphoria following the overthrow of the Marcos government, Aquino faced the massive challenge of restoring the nation.She established a revolutionary government under the terms of a provisional â€Å"Freedom Constitution†, legally establishing the structure of the government pending the adoption of a permanent, democratically-drafted constitution. Fidel Ramos The first few years of his administration (1992-1995) were characterized by economic boom, technological development, political stability and efficient delivery of basic needs to the people. During his administration, Ramos began implementing economic reforms intended to open up the once-closed national economy, encourage private enterprise, invite more foreign and domestic investment, and reduce corruption.Joseph Estrada Idolized by the poor, he campaigned on a combination of policies that are both market-friendly and designed to reduce widespread poverty in a population of 70 million. Gloria Arroyo Arroyo, a practicing economist, has made the economy the focus of her presidency. Early in her presidency, Arroyo implemented a controversial policy of holiday economics, adjusting holidays to form longer weekends with the purpose of boosting domestic tourism and allowing Filipinos more time with their families. Benigno Aquino iiiDespite having the privilege of using ‘wang-wang’, Aquino maintained he would set the example for his no ‘wang-wang’ policy, not to use ‘wang-wang’, even if it means being stuck in traffic and being late every now and then. Executive Order No. 5 prevents special envoys from using the title â€Å"ambassadorAquino also ordered the Department of Health (DOH) to support and assist all regional hospitals and health centers and intensify their efforts to attend to the needs of dengue–inflicted patientsOn September 2 , 2010, Aquino signed Executive Order No. , extending the duration of the operations of the Presidential Middle East Preparedness Committee (PMEPC) to December 30, 2010[ On September 8, 2010, Aquino signed Executive Order No. 7, ordering the suspension of all allowances, bonuses and incentives of board members of government-owned and-controlled corporations (GOCCs) and government financial institutions (GFIs) until December 31, 2010

Code-switching: The Effects for Students and Teachers

Introduction In the current global economic climate, the ability to speak English has become an important business tool. English has essentially become the â€Å"universal second language† of the international labour market, and the socio-economic significance of this cannot be overstated (Light, 2007: 9). It is now commonplace for many universities across the world to teach courses in English as well the native language of their country. One of the most apparent consequences of this has been the widespread use of code-switching, where multiple languages are spoken in everyday communication. As such, code-switching is often seen as a social as well as a linguistic medium. This paper will attempt to demonstrate the causes and effects of code-switching in bilingual classes. The Definition of Code-switching Code-switching involves the use of multiple languages, where speakers of additional languages incorporate alternate linguistic elements into their source language. As such, two or more languages may be spoken alternately during a conversation. Chan et al (2009) usefully describe code-switching as â€Å"the intra-sentential switching of two different languages in a spoken utterance† (Chan et al, 2009: 281). The Causes and Effects of Using of Code-switching in an Academic Context The academic use of code-switching involves a more complex and random effect than can be fully explained by a students ability to speak in a certain language. Recent (debatable) research has identified reasons behind the occurrence of code-switching and the extent to which the process of learning has been affected. A large number of situations are considered to be causes of code-switching, one of which is linked to gaps in students’ linguistic ability. As a result, students may engage in code-switching in order to overcome linguistic shortcomings; however this cause may be considered a weak justification. In other cases, a lack of one or more words in either language may lead to code-switching. That is to say, bilinguals make clear that they code-switch when they cannot find the correct expression or term. Often the target language simply does not have the exact word needed in order to maintain a discussion smoothly, and code-switching is necessary. In addition, code-switching can have a positive impact in an academic context. An important teaching skill is the ability to transfer knowledge to students in a clear and efficient manner, and so code-switching can be a useful tool in the classroom for both teachers and students (Bista, 2010: 1). Code-switching may also be used to emphasize a point, or to add more force to a phrase. On a psychological level, learners often code-switch when they feel tired or angry. For example when the speaker is in a good mood, the appropriate word or expression in their second language is easily identified. However if the speaker is distracted in any way, they may find it difficult to grasp the correct word. In a purely linguistic capacity, code-switching may be used to compliment a statement, where it can particularly reinforce an intention or meaning of the speaker. Although sometimes viewed as linguistic incompetence this is not always the case. Code-switching will often occur when the speaker wishes to compensate for a lack of a verbal equivalent in the second language. Baker (2007) describes this well: â€Å"Words or phrases in two languages may not correspond exactly, and the bilingual may switch to one language to express a concept that has no equivalent in the culture of the other language† (Baker, 2007:108). There are also personal and social reasons for code-switching in that one’s choice of words can represent an expression of their personality. Allatson (2007) suggests factors that can lead to code-switching as location, class, gender and age. In addition the relationship between the speakers; the formal or informal nature of the conversation and the social status of the speakers can also be factors (Allatson, 2007: 73). Another social explanation is that speakers tend to code switch to attract attention. In Saudi Arabia, for example, code-switching is often used among teenagers to draw the attention of their colleagues. Furthermore they switch from Arabic to English to show that they are confident about themselves. In general, code-switching effects are widely perceived as negative. Namely, there is a tendency to view code-switching as barrier to learning and as being disruptive to the learning environment. Accordingly, the practice has been considered as a sign of linguistic deficiency. Li (2008) notes that despite code-switching being commonplace in both the speech and writing of multilingual societies (often with English as the second language), it is usually frowned upon by multilingual speakers within these societies. (Li, 2008: 76). In an academic context, studies by Arrifin and Husin (2011) have observed that learners with a greater linguistic ability often see code-switching as and obstacle to becoming fluent in a second language. Their findings indicated that students with a degree of competence in English found it difficult to make progress in an environment of code-switching (Arrifin et al, 2011: 221). Other studies have reached similar conclusions. Bista (2010) conducted a study in the US which found that code-switching not only had a negative impact on the linguistic learning ability of students, but also highlighted lack of ability in the second language as a primary cause of code-switching (Bista, 2010: 1). Others have a different view however, in particular that code-switching may be perceived as ‘linguistic resourcefulness’. Baker (2007) argues that users of code-switching show impressive cognitive, linguistic, and social skills. In his view code-switchers may be preserving the meaning of their original statement by overcoming the lack of a suitable word in the second language (Baker, 2007: 56-57). Surveys of a number of English language students have reported that they view code-switching as having a considerable influence on the learning process. From their perspective, code-switching assists in understanding the more complex linguistic elements of the second language. It may also help in the translation from their first language to the target one. Conclusion It may apparently be concluded that the impression of code-switching as a barrier to learning seems to be the prevalent view amongst both learners and teachers, and that any positive effects of code-switching are not yet widely recognised. As a consequence of this, it would be reasonable to assume that the attitude of both teachers and students towards code-switching may have been somewhat influenced by this common viewpoint. In the near future however, signs are that code-switching may possibly be seen as a tool for learning. In that event, some restrictions on the use of code-switching must be established by teachers in the classroom, and learners should code-switch only when there is an in urgent case. Eventually, it might yet become a beneficial tool for both learners and teachers. References Allatson, P., 2007. Key terms in Latino/a cultural and literary studies, Oxford: Blackwell. Baker, C., 2007. A Parents’ and Teachers’ Guide to Bilingualism, Clevedon: MPG Books. Light, I., 2007. ‘Global Entrepreneurship and Transnationalism’. In Ed. L. Paul Dana. Handbook of Research on Ethnic Minority Entrepreneurship: a Co-evolutionary View on Resource Management, Cheltenham: Edward Elgar Publishing. pp.3-15. Arrifin, K. and M. Susanti Husin, 2011. ‘Code-switching and Code-mixing of English and Bahasa Malaysia in Content-Based Classrooms: Frequency and Attitudes’. The Linguistics Journal, June, pp.220-47. Bista, K., 2010. ‘Factors of Code Switching among Bilingual English Students In the University Classroom: A Survey’. English for Specific Purposes World, Volume 9, pp.1-19. Chan, J. Y. C., H. Cao, P. C. Ching, T. Lee, 2009. ‘Automatic Recognition of Cantonese-English Code-Mixing Speech’. Computational Linguistics and Chinese Language Processes, September, pp.281-304. Li, D. C. S., 2008. ‘Understanding Mixed Code and Classroom Code-Switching: Myths and Realities’. New Horizons in Education, December, pp.75-87.