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:	Then, Chen On
Format:	Thesis
Language:	English
Published:	2010
Subjects:	P Philology Linguistics
Online Access:	http://ir.unimas.my/id/eprint/14357/1/Adeline%20Ho%20Chin%20ft.pdf
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id	my-unimas-ir.14357
record_format	uketd_dc
spelling	my-unimas-ir.143572024-04-02T01:40:47Z Code-switching practices of secondary school english and science teachers in the classroom 2010 Then, Chen On P Philology. Linguistics 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 11 showed that the teacher reports on code-switching often do not match with codeswitching practices In actual classrooms suggesting code-switching occurs subconsciously. Universiti Malaysia Sarawak (UNIMAS) 2010 Thesis http://ir.unimas.my/id/eprint/14357/ http://ir.unimas.my/id/eprint/14357/1/Adeline%20Ho%20Chin%20ft.pdf text en validuser masters Universiti Malaysia Sarawak Centre for Language Studies
institution	Universiti Malaysia Sarawak
collection	UNIMAS Institutional Repository
language	English
topic	P Philology Linguistics
spellingShingle	P Philology Linguistics Then, Chen On Code-switching practices of secondary school english and science teachers in the classroom
description	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 11 showed that the teacher reports on code-switching often do not match with codeswitching practices In actual classrooms suggesting code-switching occurs subconsciously.
format	Thesis
qualification_level	Master's degree
author	Then, Chen On
author_facet	Then, Chen On
author_sort	Then, Chen On
title	Code-switching practices of secondary school english and science teachers in the classroom
title_short	Code-switching practices of secondary school english and science teachers in the classroom
title_full	Code-switching practices of secondary school english and science teachers in the classroom
title_fullStr	Code-switching practices of secondary school english and science teachers in the classroom
title_full_unstemmed	Code-switching practices of secondary school english and science teachers in the classroom
title_sort	code-switching practices of secondary school english and science teachers in the classroom
granting_institution	Universiti Malaysia Sarawak
granting_department	Centre for Language Studies
publishDate	2010
url	http://ir.unimas.my/id/eprint/14357/1/Adeline%20Ho%20Chin%20ft.pdf
_version_	1804888388892884992

Code-switching practices of secondary school english and science teachers in the classroom

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