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CODE-SWITCHING IN TEACHER TALK IN TERTIARY MATH, ENGLISH, AND SCIENCE COURSES: TEACHERS,’ STUDENTS,’ AND ADMINISTRATORS’ ATTITUDE TOWARDS IT. Chona Cabugnason-Quitevis, Negros Oriental State University (NORSU) Gina Fontejon-Bonior, Silliman University (SU). INTRODUCTION. - PowerPoint PPT Presentation
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Chona Cabugnason-Quitevis, Negros Oriental State University (NORSU)
Gina Fontejon-Bonior, Silliman University (SU)
The Philippines as a multilingual country
- estimated 171 languages are spoken in the Philippines (www.ethnologue.com)
- Code switching as indication of our hybrid identity
“When two or more languages exist in a community, speakers frequently switch from one language to another.” (Sridhar, in McKay and Hornberger, 1996, p.56)
- Code switching and MTB-MLE
A code is a “relatively neutral conceptualization of a linguistic variety – be it a language or a dialect.”
Code-switching is “the phenomena of alternating between two languages or dialects of the same language within the same conversation” (Bostepe, 2007 p. 4).
Code-switching occurs when one shifts from one language to another in the course of a conversation (Parker & Riley, 1994) or in the same discourse (Numan & Carter, 2001).
Code switching vs. code mixing
Blom and Gumperz (1972)
Situational-interlocutor/new participant, setting, topic
Metaphorical-stylistic/textual
socially and linguistically rule-governed” (Yamada, 2003, p.16)
strategic (Pascasio, 1978). is “a developmental aspect in acquiring a second
language and as a reflection of the community’s language use” (Kachru, 1990, p.62).
demonstrates identity marking (Holmes, 1992) A speaker may similarly switch to another
language as “a signal of group membership and shared ethnicity with an addressee.”
“speakers switch to manipulate or influence or define the situation as they wish, and to convey nuances of meaning and personal intention” (Trudgill, 2000,)
analyzes the types and conversational functions of code-switching in teacher talk in classes at a state university in Central Visayas, Philippines.
provides insights on the use of code-switching in teacher talk in the classroom, particularly in English, Science, and Mathematics classes.
identifies the attitude of English, Science, and Mathematics teachers; students; and administrators toward the use of code-switching in the classroom.
How often do teacher respondents code-switch in their classes?
What are the types and conversational functions of code-switching in teacher talk during classroom discussion?
What are the teachers,’ students’, and administrators’ attitudes toward their use of code-switching in classroom discussions?
First year BEEd and BSEd students in the College of Education at a state university in the southern Philippines.
Code-switching in Teacher talk
Research in the Foreign Setting Chung (2006) examined the purposes of code-switching and
how it is used as a communicative strategy between Korean-English bilinguals and found that CS functions as a communicative strategy for facilitating family communication by lowering barriers as well as by consolidating cultural identity (p.293).
Myers-Scotton (1995) found that choosing a particular language or opting to mix languages in a particular social context signals group solidarity or ethnic identity.
Mattson and Burenhult (1999) identified 3 functions (topic switch, affective functions, and repetition) of code-switching from the perspective of the teacher.
Cole (1998): “A teacher can exploit students’ previous L1 learning experience to increase their understanding of L2”.
Five important language shifts in the Philippines (Sibayan, 2003)
1. language shift was to Arabic, with the introduction of the Muslim religion at the end of the 14th century in the southern islands of the Philippines
2. introduction of Spanish language when Spaniards came in 1565.
3. introduction of English in 1898 which has had great effects on Philippine life and thought
4. the shift to the national language which is Filipino5. the shift to Taglish which was first called “mix-
mix” in the post-World War II
Pascasio (1978) - analyzed tape-recorded studies of actual
conversations from selected business establishments
Findings: Business negotiations rely so
much on communicative strategies, which includes code-switching.
B. LocalDinopol (1982) investigated the code-switching patterns and the sociolinguistic variables of the Cebuano-speaking high school students of Silliman University and Negros Oriental High School, Dumaguete City, Negros Oriental in their verbal interactions.
This study combined exploratory-qualitative-statistical and exploratory-quantitative-interpretive types of research design (Grotjan, 1988).
Sources of Data
Questionnaires Discourse Analysis of Teacher Talk in English,
Science, and Math classes
Respondents Teachers Students Administrators
The study was conducted at one of the external campuses of a state university in Central Visayas, Philippines.
Data-gathering Instrument
Tape recorder and questionnaire
Data-gathering Procedure
Audio recording of classroom discussions done by teachers was analyzed and transcribed.
Member checking and debriefing were done to ensure the reliability and validity of the analysis of CS functions.
Subject Teacher Turns
Frequency of Code-switching
Ratio Between No. of Turns and Frequency of CS
ENGLISH 46 25 9:5
SCIENCE
101 60 17:10
MATH 109 49 11:5
Conversational functions
and CS type
Description Sample
Focusing (Metaphorical)
giving importance to a part of the sentence
Situation: The teacher informed the students… T: But when the Earth is far from the Sun, ang (the) motion is slow. Mao na’ng (That is) Kepler’s Law of Motion. Ang ngalan diay niya (Its name is…) Earth is closer to the Sun is called perihelion. When the Earth is far from the Sun, Aphelion. The Earth is closer to the Sun during January, faster ang (the) movement sa (of) Sun during July, hinay (slow) ang (the) movement sa (of the) Earth…. SS: (wrote notes) (See TRANS. 2, TT 67)
Suggestions/Alternative-giving(Metaphorical)
Giving suggestions
Situation: The teacher gave suggestions to students… T: …And then what you are going to do… after writing your unforgettable experience no? (expression), you are going to…you fasten it ha? i-fasten (you fasten) ha? (expression) or make a hole so that you can put it here ha? (expression) No need of buying another folder because you’ll be buying again. SS: (nodded their heads)
Conversational functions
and CS type
Description Sample
Inquiry(Metaphorical)
asking questions, directions, or instructions
Situation: In a Science class, the teacher asked students…
T: Di ba ako na ning gihatag ninyong (Have I not given you this as your) assignment? SS: (answered in chorus) Wala (No), ma’am.
Proving/Justifying(Metaphorical)
establishing truth on something
Situation: The students in the class argue on the solutions to mathematical problems written on the board. Then… T: Positive man na! (That’s positive!) S1: Giunsa man na (How was it done), ma’am ? T: Kay (Because) positive to positive man na siya (that is…).
Conversational functionsand CS type
Description Sample
Addressee Specification(metaphorical)
directs the utterance to a specific person/s in the group
Situation: Teacher (T) asks about the definition of “revolution” in their Science Class and calling Serafin (student)…T: Next, Serafin… simple word revolution. Don’t tell me you don’t know! (T challenges the student).Serafin: (stood up) Revolution,ma’am?...Gatuyok (It turns around), ma’am… ga-rotate, ma’am. T: (asked Serafin in a jokingly manner) Unsa nang gatuyok dong? (What is really turning around?)SS: (laughed) Ha! Ha! Ha!T: Unsa man nang (What is…) revolve? Serafin: (explained) Nagrevolve (It…) siya sa (in the) Sun , ma’am.T: But what is ga-revolve? (it…) (T addressed her question still to Serafin.) (See TRANS. 2, TT 46)
About the Use of English and Cebuano in the Classroom
Weighted Mean
Description
Teachers who speak English very well use Cebuano
3.43 Strongly Agree
Students interact effectively using Cebuano 3.29 Strongly Agree
Group activities are understood better using English and Cebuano
3.22 Agree
Students prefer teachers who use both English and Cebuano
3.19 Agree
Students are encouraged to participate classroom activities using both English and Cebuano
3.13 Agree
About the Use of English and Cebuano in the Classroom Weighted Mean
Description
Teachers who speak English very well use Cebuano
3.44 Strongly Agree
Students interact effectively using Cebuano 3.29 Strongly Agree
Group activities are understood better using English and Cebuano
3.21 Agree
Students prefer teachers who use both English and Cebuano
3.21 Agree
Students are encouraged to participate classroom activities using both English and Cebuano
3.19 Agree
About the Use of English and Cebuano in the Classroom Weighted Mean
Description
Teachers who speak English very well use Cebuano
3.78 Strongly Agree
Students interact effectively using Cebuano 3.67 Strongly Agree
Group activities are understood better using English and Cebuano
3.56 Strongly Agree
Students prefer teachers who use both English and Cebuano
3.56 Strongly Agree
Students are encouraged to participate classroom activities using both English and Cebuano
3.38 Strongly Agree
QUESTIONS ANSWERS
1. How often do teacher respondents code-switch in their classes?
Teacher respondents i.e. English, Science, and Mathematics frequently code-switched in their classes. In fact, out of 256 turns taken by teachers in English, Science, and Mathematics classes, 134 or 52 percent had code-switching.
2. What are the types and conversational functions of code-switching in teacher talk during classroom discussions?
The types of code-switching identified in the study are: situational and metaphorical. Moreover, seventeen (17) conversational functions were identified according to the frequency of their occurrence in the classes observed:•Inquiry•Proving/Justifying•Focusing•Suggestions/Alternative-giving•Addressee SpecificationAttention Attraction; Amplification/Repetition of Given Messages; Expressions of Politeness; Personalization and Objectivization; Joking/Teasing; Side-Comments; Interjections; Quotation; Vague/Generalized Explanations; Definition-giving Function; Formulaic expressions to yes/no questions, & Invitation
QUESTION ANSWER
3. What are the teachers’ attitudes toward their use of code-switching in classroom discussions?
Teachers have a positive attitude toward the use of English and Cebuano in the classroom. This is indicated in the aggregate mean of 2.85, which has a description of AGREE.
4. What are the students’ attitudes toward the use of code-switching in teacher talk in the classroom?
Students have a positive attitude towards their teacher’s use of code-switching from English to Cebuano. This has an aggregate mean of 2.96, which has a description of AGREE.
5. What are the administrators’ attitudes toward the use code-switching of teachers in their classes?
Administrators have a positive attitude toward code-switching in the classroom. This is shown in the aggregate mean of 3.00, which has a description of AGREE.
Code-switching from English to Cebuano is prevalent in the classes observed.
Teachers code-switched for pedagogical and social purposes, i.e., code-switching marks the identity of both teachers and students and establishes solidarity.
Students, teachers, and administrators agree on the use of English and Cebuano in the classroom and have positive attitude toward CS in the classroom.
The place of “English only” approach to teaching vs. the role of CS in our classrooms
The need to replicate this study The need to conduct experimental studies
that focus on correlating learning gains when content courses such as science and mathematics classes are conducted in English only and those where CS is used.
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You may contact us for further discussion on this subject.
MS. CHONA R. CABUGNASON-QUITEVIS, NEGROS ORIENTAL STATE UNIVERSITY, BAIS [email protected] (09186593655)
PROF. GINA A. FONTEJON-BONIOR, SILLIMAN UNIVERSITY, DUMAGUETE [email protected] (Mobile:09173141344)
TO GOD BE THE GLORY!