Code-switching practices of secondary school english and science teachers in the classroom
This study examined code-switching practices of secondary school English and Science teachers in the classroom. The participants were nine English teachers and nine Science teachers teaching Form One and Form Two classes for three secondary schools in Kuching. The theoretical framework for the an...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2010
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/14357/1/Adeline%20Ho%20Chin%20ft.pdf |
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| Summary: | This study examined code-switching practices of secondary school English and Science
teachers in the classroom. The participants were nine English teachers and nine Science
teachers teaching Form One and Form Two classes for three secondary schools in
Kuching. The theoretical framework for the analysis of code-switching functions is taken
from Gumperz's (1982) semantic model. The data were collected by means of semistructured
intetviews and classroom obsetvations of naturally occurring teacher
discourse. Semi-structured intetviews were conducted to identify teachers' views on their
reasons for code-switching The results from the analysis of the teachers' classroom codeswitching
using showed that the teachers frequently code-switched for reiteration and
quotation in English and Science classrooms. The results also showed that the teachers
quoted students' answers to negotiate understanding of terms and concepts in classrooms.
The teachers' reiteration of message enhanced the clarity of lessons. The teachers' codeswitching
promoted meaningful communication and successful transfer of knowledge to
students. The English teachers also used more addressee specification, personalisation
and objectivisation to establish a more interpersonal communication with students as
compared to Science teachers who tended to code-switch for quotations. Teachers also
used a combination of code-switching functions to emphasise message, empower teacher
and incorporate students' speech and text materials into teacher talk. The intetview
results indicated that the teachers viewed code-switching as linguistic resource to help
students to understand terms, instructions and concepts but they reported resetvations to
code-switch due to language policies and concerns about students' learning. The findings
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showed that the teacher reports on code-switching often do not match with codeswitching
practices In actual classrooms suggesting code-switching occurs
subconsciously. |
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