Philippines Pielc Conference Metila Ppt

7/29/2019 Philippines Pielc Conference Metila Ppt

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Decoding the Switch :Looking at Classroom

Codeswitching as a Guide inTeaching and Learning

Romylyn A. Metila



rapid and momentary shiftings one language to another within a single conversation within a single sentence

What is codeswitching?



Kinds of Codeswitching

(Poplack, 1979 & 1980)



“No, you can’t use that learning stick. Bawal yan. Naku, Nika,

ang mali mo talaga.”

Inter-sentential codeswitching



1] Sige , (ok) I’ll buy it.2] What’s this, ano (uh)?

Tag-switching (tag insertion)



Dapat ma-melt yung ice.

Intra-sentential codeswitching



Bilingual Education Policy

EnglishFilipino



Questions:1. What are the codeswitching

patterns used in interaction

situations in an exclusive privateschool?

2. Why do students and teacherscodeswitch?



Questions:

3. Does codeswitching affectlearning? Teaching?

4. Should codeswitching be allowed

in the classroom?



Recurrent Patterns of English-Filipino

Codeswitching :Bases forEnglish Language Teaching

Modifications



Data Gathering non-participant observation method

English, Filipino, physics, sciencelaboratory, and mathematics &

Normalization and Homeroom periods

Video ~ 14 hrs. Audio ~ 14 hrs.



What are the codeswitchingpatterns used in

interaction situations in anexclusive private school?



Pattern Comparison Satuito (1974)

speech of Tondo-speakers

Bautista (1975)

Pulong-pulong sa Kaunlaran byGerry Geronimo



Total = 2,367

codeswitching utterances



Kinds of CS Used

1. Intersentential kind (44%)2. Intrasentential kind (35%)

3.

Tagswitching (20%).



simple English nouns (20%) Filipino enclitics (15%)

Filipino adverbs (7%)

Frequency Count of Patterns



English verb “gets” “make” + Filipino verb Juxtaposed Filipino sentence in

an otherwise English turn ofspeaking

Top Three New Patterns



Filipino class - recorded CS (17%)

English classes - recorded CS (6%)

Intersentential codeswitching - in

Filipino (17%) and physics-laboratory

classes (8%)



Priority Linguistic Structures

“Make” + Fil verb

make bawas - lessen, deduct, subtract

make reklamo – complain

make imbento – invent or make things up



Filipino EncliticsGravity nga because at the maximum y

equals.No, wait lang.Why will they make a device naman that

will make it go there?Use the formula kaya.




Collocations

Tan is y over x, di ba ?Yeah, the three x as a whole nga, di ba ,Gail?

Look there’s water, di ba ?

Lyka, di ba , this is the speed and then thisis the, the height?




Why do students and

teacherscodeswitch?



Students’ Survey Responses

Easier self expression, loss of words

(17) (e.g. translation problems, notknowing the right words)

Influenced by people around (3)

Natural already (habit) Exposure to two languages (4) Fluency in speaking both languages



Students’ Survey Responses

There are some words that sound

better in Tagalog than English andthe other way around

To make the person speaking to more

comfortable and for him to betterunderstand the speaker



Why do students CS?

“Being nervous” “Force of habit” “Not being reminded” “Difficulty in combining English and

physics” “Unprepared to explain a concept”



Why do students CS?

To express themselves in anunderstandable way Comfort level with the

teacher and classmates



How do you feel about students’codeswitching in the classroom?

4 - “irritated, upset, frustrated, and sadat times, strict, doesn’t mind”

3 - high expectations because of language

background: proficiency, environment,school training



Does codeswitching

affect learning?Teaching?



Role of codeswitching in a

Mathematics class(Gabriel-Payawal and

Otero, 2006)



The frequency of employing code-mixing, code switching …was highlysignificantly correlated in the

negative direction to Mathematicsachievement. This implies thatstudents in classes where there was

less code mixing, code switching, andmarked definitions by their teachershad better performance in the tests.



“This implies further that greaterachievement levels were effected

by teachers whose oral deliverywas not much disrupted by mixingor switching of medium of

instruction or by defining wordsor terms.”



How codeswitching as a medium ofinstruction affects students’

attitude and achievement in ascience class

(Inductivo, 1994)



“cognitive deficit”

“linguistic infantilism”

- Lobitana-Barrido



Codeswitching in Relation toLearning

The teachers’ observation that thereis not much difference when studentsuse English or Filipino in explaining

concepts should be looked into.



The supposed confusion thatcodeswitching brings should beinvestigated.




Efforts should be made in order to

heighten awareness thatcodeswitching has its rightful place inspecial speech situations, like

informal discussions in or out of theclassroom.




Continuous steps should be made in

order to improve and enrich theteaching of both Filipino and English,so that the two languages will not be

overtaken by the preference forTaglish or Eng-Fil codeswitching.




Should codeswitching be

allowed in theclassroom?



YES to Classroom Codeswitching:

Local Studies:

Menil (1980),

Braganza (1988), Inductivo (1994),

Tito

Abad(2005).



International Studies :

Faersch and Kasper (1983) Rivers (1984) Corson (1988)

Cabarteja (1991) Zulkarnain Edham (1997) Lin (2001)

YES to Classroom Codeswitching:



YES to Classroom CS

1) Fosters a positive learning ambience

2) Makes challenging subject mattercomprehensible to students

3) May remedy the poor language

competence of interlocutors



No to Codeswitching “obvious symptom(s) and source(s)

of psychological stress” (Myers-Scotton, 1993)

a stressor

a clash of languages (Canagarajah,1993) safe-talk (Chick)



Survey Responses



YES because…- “There’s nothing wrong about it.”

- “Not everyone in class can speak in twolanguages properly.” (3)- “Yes, but not absolutely, for informal”

discussions.”- “Learning is easier and more

comfortable.” (5)



“EASIER LEARNING” :

- Better self-expression (2)

- Explanation is easier to understand (2)- Comfortable to express themselves(2)

“It should be allowed in almost all classesexcept Filipino because we’re gonna getused to it.”



No to CS because… Training for speaking in a certain

language (2) Informal

Prevents the achievement of fluency (3)

Gives confusion



Teachers’ Interview

Responses



Should CS be allowed in classroomswhich use English as the medium of

instruction?2 - Strict NO (Eng and laboratory)

3 - Conditional YES (math,physics, Filipino)



Makes the language “adulterated”

Does not allow expertise in a particular

language

Reasons for NO



Imbibed training

“Doesn’t sound nice”

Indication that the concept is not

understood or cannot be

explained



“For few minutes of the discussion,

but not when explaining” Minimal use during group work and

discussion

“It’s the only thing that can helpthem understand the term given to

them.”

CONDITIONAL YES:



“They (students) usually ask forsomething that is associated inthe culture that they can easily

relate to.”



That codeswitching in the languageclassroom aids in improved facilitationof knowledge should be acknowledged;however, it has to be avoided duringformal discussions where straightEnglish or straight Filipino is theassigned medium of instruction.



Provisions for Classroom CS

1. The English medium of instruction

should remain as the language forformal class discussions.

2.The use of codeswitching should beallowed only during informal classactivities like group work.



3. Codeswitching should still beregulated to discourage

indiscriminate use.

4. Codeswitching can be used as a

teacher’s last resort in explainingdifficult concepts in class.

Provisions for Classroom CS



THANK YOU!

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Philippines Pielc Conference Metila Ppt