Without doubt, the intertwining of the languages can be noted as a globalization issue, which has occurred in unprecedented way in the today’s highly communicative world. The standardization of the world has been brought forth due to the immense communication as well as escalating of the process of globalization (Rouchdy, 2004). It follows therefore that the increased spread of English language, the pace of globalization and the media progression has ease the potential of “code-switching” each day (MacSwan, 2010). On the other side, code switching is taken as a negative experience. As much as it is a frequent phenomenon in several parts of the globe, many assert that code switching is a sign of illiteracy or the lameness of having the ability to control two languages (Poplack, 1980).
Among the Mexican-American the term “Tex-Max,” which can be noted as a derogative is used to indicate the mixing of the English and Spanish. In the same way the French –speaking but Canadian communities, the word joule is used to point out a speakers who posses poor language skills just to mention but a few (Nortier, 2008). There are several notion of pointing out fingers to some individuals who usually switch codes (Warner, 2007). At most, they find themselves being sidelined. However, the question is, what is the reason behind these increasing negative attitudes that faces those individual who switch codes? According to scholars, one of the major reasons behind this is the adherence to social norms that goes against the use of mixing codes in the scholarly scenario. One of the areas that code switching has been viewed as a negative phenomenon even by teachers is Hong Kong. In addition, students have joined the teachers in support of negativity on the code switching (Suleiman, 1974). This has instilled fear into many students during lesson,