Pedagogic Code-Switching: A Case Study of the Language Practices of Filipino Teachers in English Language Classrooms
DOI:
https://doi.org/10.12928/eltej.v1i3.643Keywords:
code-switching, language practices, pedagogic functions, second language classroomsAbstract
This study was conducted to primarily investigate the language practices of bilingual Filipino teachers in English language classrooms. The findings of this study revealed that teachers made use of code-switching in teaching and they code-switched for several pedagogic purposes. In sentential-level analysis, the results showed that several code-switching acts were made by teachers in classroom discourse. Intra-sentential, inter-sentential, and intra-word code-switch types were most commonly used by teachers while extra-sentential code-switch was not used in their classroom discourses. In pedagogic-functional level analysis, the results revealed that the teachers frequently used code-switching mostly for instructional or content acquisition. Furthermore, the findings showed that teachers sometimes code-switched for reformulation and facilitation but they never code-switched for language acquisition and habitual purposes. This study recommended that a similar study be conducted to gather sufficient data on class interactions through utilizing intensive classroom observations to deepen investigation on teachers’ language practices. Furthermore, it also recommended that other methods like interviews could also be done to gather teachers’ viewpoints about when and why they code-switch and their attitudes toward their use of code-switching in second language classrooms.
References
Brice, A. & Roseberry-McKibbin, C. (2001). Choice of languages in instruction: One language or two? Teaching Exceptional Children, 33 (4), 10-16.
Bullock, B. E., & Toribio, A. J. (2009). Themes in the study of code-switching. In Barbara E. Bullock & Almeida Jacqueline Toribio (eds.). The Cambridge Handbook of Linguistic Code-Switching, 1-17. Cambridge: Cambridge University Press.
Burden, P. (2001). When do native English speakers and Japanese college students disagree about the use of Japanese in the English conversation classroom? The Language Teacher, April 2001. Retrieved on April 27, 2017 from http://www.jalt-publications.org/tlt/articles/2001/04/burden.
Cook, V. (2001). Second language learning and teaching. (3rd Ed.). New, York: Oxford University Press.
Dash, P.S. (2002). English only in the classroom: Time for a reality check? Retrieved on April 27, 2017 from http://www.asian-efl-journal.com/december_02.pd.php.
Dore, J. (1977). 'Oh them sheriff': A pragmatic analysis of children's responses to questions. In Ervin,-Susan and Mitchell-Keman-Claudia. Child Discourse. New York: Academic.
Duranti, A. (2001). Linguistic anthropology: A reader. Malden, MA: Blackwell.
Greggio, S., & Gil, G. (2007). Teacher’s and learner’s use of code-switching in the English as a foreign language classroom: A qualitative study. Linguagem and Ensino, 10 (2) 371-393. Retrieved on April 27, 2017 from http://rle.ucpel.tche.br/php/edicoes/v10n2/02Greegio%20e%20Gil.pdf.
Gumperz, J. (1982). Discourse strategies. Cambridge: Cambridge University Press.
Guthrie, L. F. (1982). Contrasts in teachers’ language use in a Chinese-English bilingual classroom. In M. Hines & W. Rutherford (Eds.), On TESOL ’81: Selected papers from the fifteenth annual conference of teachers of English to speakers of other languages (pp. 39–52). Detroit, MI: Teachers of English to Speakers of Other Languages.
Hymes, D. (1974). Foundations in sociolinguistics: An ethnographic approach. Philadephia: University of Pennsylvania Press.
Hymes, D. (1964). Language in culture and society: A reader in linguistics and anthropology. New York: Harper & Row.
Jamshidi, A., & Navehebrahim, M. (2013). Learners’ use of code switching in English as a foreign language classroom. Australian Journal of Basic and Applied Sciences 7(1): 186-190.
Kasperczcyk, L.A. (2005). Implementing code switching in the classroom. Retrieved on April 27, 2017 from http://www.daeman.edu/academics/SRT/articles_files/DURF_Kasperczcyk_2005_Pa per.pdf.
Levinson, S. C. (2003). Presumptive meanings: The theory of generalized conversational implicature. Cambridge, MA: MIT Press.
Lin, A. (2008). Code-switching in the classroom: Research paradigms and approaches. In: Hornberger, Nancy ed. Encyclopedia of Language and Education. New York: Springer, 3464–3477.
Mattsson, A., & Burenhult-Mattsson, N. (1999). Code-switching in second language teaching of French. Working Papers, 47(1), 59-72.
Merritt, M., Cleghorn, A., Abagi, J.O., & Bunyi, G. (1992). Socializing multilingualism: Determinants of code switching in Kenyan primary classrooms. Journal of Multilingualism and Multicultural Development, 13(1), 103-121.
Norrish, J. (1997). english or English? Attitudes, local varieties and English language teaching. TESL-EJ, 1997 3 (1). Retrieved on April 27, 2017 from http://www-writing.berkeley.edu/TESL-EJ/ej09/a2.html.
Qing, X. (2010). To switch or not to switch: Examine the code-switching practices of teachers of non-English majors. Canadian Social Science, 6(4), 109-113.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. (2nd Ed.). Cambridge: Cambridge University Press.
Saville-Troike, M. (2003). The ethnography of communication: An introduction. Oxford: Blackwell.
Sert, O. (2005). The functions of code switching in ELT classrooms. The Internet TESL Journal, 11(8). Retrieved on May 10, 2017 from http://iteslj.org/ http://iteslj.org/Articles/Sert-CodeSwitching.html.
Swedish National Agency for Education (2011). Curriculum for the compulsory school, preschool class and the recreation centre, Lgr11, Stockholm: Skolverket.
Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40 (1). Retrieved on April 27, 2017 from http://exchanges.state.gov.forum/vols/vol40/no1/p36.pdf (December 12, 2006).
Tien, C., & Liu, K. (2006). Code-switching in two EFL classes in Taiwan. In Azirah Hashim & Norizah Hassan. (Eds). English in Southeast Asia: prospects, perspectives and possibilities. Kuala Lumpur: Universiti Malaya Press.
Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in ELTEJ agree to the following terms: Authors retain copyright and grant the ELTEJ right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in ELTEJ. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in ELTEJ. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
