CODESWITCHING IN TEACHER TALK IN TERTIARY MATH ENGLISH

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CODE-SWITCHING IN TEACHER TALK IN TERTIARY MATH, ENGLISH, AND SCIENCE COURSES: TEACHERS, ’ STUDENTS,

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 The Philippines as a multilingual country - estimated 171 languages are spoken in

INTRODUCTION 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 Mc. Kay and Hornberger, 1996, p. 56) - Code switching and MTB-MLE

Code-switching Defined A code is a “relatively neutral conceptualization of a linguistic variety –

Code-switching Defined 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

Types of Code-switching Blom and Gumperz (1972) Situational -interlocutor/new participant, setting, topic Metaphorical -stylistic/textual

Types of Code-switching Blom and Gumperz (1972) Situational -interlocutor/new participant, setting, topic Metaphorical -stylistic/textual

Nature of Code Switching (CS) socially and linguistically rule-governed” (Yamada, 2003, p. 16) strategic

Nature of Code Switching (CS) 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, )

SIGNIFICANCE OF THE STUDY analyzes the types and conversational functions of code-switching in teacher

SIGNIFICANCE OF THE STUDY 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.

RESEARCH QUESTIONS How often do teacher respondents codeswitch in their classes? What are the

RESEARCH QUESTIONS How often do teacher respondents codeswitch 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?

SCOPE AND DELIMITATION First year BEEd and BSEd students in the College of Education

SCOPE AND DELIMITATION First year BEEd and BSEd students in the College of Education at a state university in the southern Philippines. Code-switching in Teacher talk

REVIEW OF RELATED STUDIES Research in the Foreign Setting Chung (2006) examined the purposes

REVIEW OF RELATED STUDIES 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 L 1 learning experience to increase their understanding of L 2”.

Research in the Philippine Setting Five important language shifts in the Philippines (Sibayan, 2003)

Research in the Philippine Setting 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 14 th 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 Filipino 5. the shift to Taglish which was first called “mixmix” in the post-World War II

Research in the Philippine Setting … Pascasio (1978) - analyzed tape-recorded studies of actual

Research in the Philippine Setting … 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.

Research in the Philippine Setting … B. Local Dinopol (1982) investigated the code-switching patterns

Research in the Philippine Setting … B. Local Dinopol (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.

Research Design This study combined exploratory-qualitativestatistical and exploratory-quantitative-interpretive types of research design (Grotjan, 1988).

Research Design This study combined exploratory-qualitativestatistical 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

Research Environment The study was conducted at one of the external campuses of a

Research Environment 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.

Comparison of Turns Taken by the Teachers and the Frequency of Code-switching Subject Teacher

Comparison of Turns Taken by the Teachers and the Frequency of Code-switching Subject Teacher Turns Frequency of Codeswitching 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 of CS Conversational functions Sample Description and CS type Focusing (Metaphorical) giving

Conversational Functions of CS Conversational functions Sample Description and CS type 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) Suggestions/Al ternativegiving (Metaphorical) Giving suggestions (See TRANS. 2, TT 67) 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? ifasten (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 of CS (Top 5) Conversational functions Description Sample and CS type Inquiry

Conversational Functions of CS (Top 5) Conversational functions Description Sample and CS type 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/Justify ing (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!) S 1: Giunsa man na (How was it done), ma’am ? T: Kay (Because) positive to positive man na siya (that is…).

Conversational Functions of CS Conversational functions and CS type Description Addressee Specification (metaphorical) directs

Conversational Functions of CS Conversational functions and CS type Description Addressee Specification (metaphorical) directs the utterance to a specific person/s in the group Sample 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! 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)

Teachers’ Attitude toward Code-switching (English and Cebuano) in the Classroom About the Use of

Teachers’ Attitude toward Code-switching (English and Cebuano) in the Classroom 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

Students’ Attitude toward Code-switching (English and Cebuano) in the Classroom About the Use of

Students’ Attitude toward Code-switching (English and Cebuano) in the Classroom 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

Administrators’ Attitude toward the Use of English and Cebuano in the Classroom About the

Administrators’ Attitude toward the Use of English and Cebuano in the Classroom 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

SUMMARYOF FINDINGS QUESTIONS ANSWERS 1. How often do teacher Teacher respondents i. e. English,

SUMMARYOF FINDINGS QUESTIONS ANSWERS 1. How often do teacher Teacher respondents i. e. English, Science, and respondents code-switch Mathematics frequently code-switched in their classes? 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 Specification Attention 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

SUMMARYOF FINDINGS QUESTION ANSWER 3. What are the teachers’ attitudes toward their use of

SUMMARYOF FINDINGS 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 codeswitching 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 codeswitching 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.

CONCLUSION Code-switching from English to Cebuano is prevalent in the classes observed. Teachers code-switched

CONCLUSION 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.

Implications & Recommendations The place of “English only” approach to teaching vs. the role

Implications & Recommendations 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.

REFERENCES A. Books Atkinson, J. M. & Heritage, J. (1999). Jefferson’s transcription notation In

REFERENCES A. Books Atkinson, J. M. & Heritage, J. (1999). Jefferson’s transcription notation In Jaworski & Coupland The discourse reader. London: Routledge. Bautista, M. L. (Ed. ) (1996). Readings in Philippine sociolinguistics. Philippines: De La Salle University Press, Inc. Brown, G. , Malmkær, K. , Pollitt, A. , & Williams, J. (1994). Language and understanding. Oxford: Oxford University Press. Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press. Cohen, A. (1996). Speech Acts In S. L. Mc. Kay & N. Hornberger, N. (Eds. ) (1996). Sociolinguistics and language teaching. United Kingdom: Cambridge University Press. Cohen, A. (1994). Language attitudes, motivation, and standards In S. L. Mc. Kay & N.

REFERENCES Gardner & Lambert (1985). Language attitudes, motivation, and standards In S. L. Mc.

REFERENCES Gardner & Lambert (1985). Language attitudes, motivation, and standards In S. L. Mc. Kay & N. Hornberger, N. (Eds. ) (1996). Sociolinguistics and language teaching. United Kingdom: Cambridge University Press. Gonzales, A. & Sibayan, B. (Eds. ) (1993). Evaluating bilingual education in the Philippines. Quezon City: Rex Book Store. Hatch, E. (1992). Discourse and language education. United Kingdom: Cambridge University Press. Herrera, S. & Murry, K. (2005) Mastering ESL and bilingual methods. Differentiated instruction for culturally and linguistically diverse (CLD) students. MA: Pearson Education, Inc. Holes, J. (1992). An introduction to sociolinguistics. London: Longman Publishing Hornberger (Eds. ) (1996). Sociolinguistics and language teaching. United Kingdom: Cambridge University Press. Hymes, D. & Gumperz, J. (Eds. ) (1972). Directions in sociolinguistics: The ethnography of communication. New York: Holt, Rinehart and Winston.

REFERENCES Jaworski, A. & Coupland, N. (Eds. ) (1999). The discourse reader. London: Routledge

REFERENCES Jaworski, A. & Coupland, N. (Eds. ) (1999). The discourse reader. London: Routledge Kachru, B. (1986). The alchemy of English. U. S. A. : Pergamon Press Smith (1993). Language attitudes, motivation and standards In S. L. Mc. Kay & N. Hornberger, N. (Eds. ), Sociolinguistics and language teaching. United Kingdom: Cambridge University Press. Sridhar, K. (1996). Societal multilingualism. In S. L. Mc. Kay & N. Hornberger, N. (Eds. ), Sociolinguistics and language teaching (pp. 47 -70). United Kingdom: Cambridge University Press. Trudgill, P. 2000. Sociolinguistics. London: Penguin Urdan, T. (2005). Statistics in plain English. New Jersey: Lawrence Erlbaum Associates, Inc. Wiley, T. (1996). Language planning and policy. In S. L. Mc. Kay & N. Hornberger, N. (Eds. ), Sociolinguistics and language teaching (pp. 103 -148). United Kingdom: Cambridge University Press.

REFERENCES B. Journals Alberca, W. L. (1994, June & December). English language teaching in

REFERENCES B. Journals Alberca, W. L. (1994, June & December). English language teaching in the Philippines during the early American period: Lessons from the Thomasites. Philippine Journal of Linguistics, 25 (1 -2), 56 Cole, S. 1998. The Use of L 1 in Communicative English Classrooms. The Language Teacher, 22: 11 -13 Mc. Farland, C. (1994, June & December). Subgrouping and number of the Philippine languages or how many Philippine languages are there? Philippine Journal of Linguistics, 25 (1 -2), 77 Mc. Keon, D. (1996, July-August). How children learn and use language In Gonzales, A. (2003) The Teacher, 2 (4), 6 Rionda, C. (1996, July-August). New directions in applied linguistics: Implications for language learning and teaching. The Teacher, 2 (4), 18 Sibayan, B. (1997, July) Did you know. The Philippine Journal of Education, 76(2), 52 Sibayan, B. (1998, December). Some facts worth knowing about English and Filipino. The Philippine Journal of Education, 77(7), 293

REFERENCES Sibayan, B. (2003, February). Five big language shifts. The Philippine Journal of Education,

REFERENCES Sibayan, B. (2003, February). Five big language shifts. The Philippine Journal of Education, 81(9), 388 Yamada, E. In and out of two languages: Acquisition of code-switching by Filipino bilingual children. The ACELT Journal, 7 (1), 16. C. Electronic Sources Antonio, R. (2004). Educating Filipinos on English language. Retrieved August 20, 2007 from http: //www. mb. com. ph/issues/2004/09/8/ MTNN 2004091818708. html Boztope, E. (2007). Issues in code-switching: Competing theories and models. Retrieved October 12, 2007 from Chung, H. (2006). Code-switching as a communicative strategy: A case study of Korean- English bilinguals. Retrieved October 1, 2007 from http: //brj. asu. edu/vo 130_no 2/art 3. pdf Demo, D. (2001). Discourse analysis for language teachers. Retrieved July 5, 2007 from http: www. cal. org ERICCLL Encarta Dictionaries 2007.

Thank you for joining us in this dialogue on the use and conversational functions

Thank you for joining us in this dialogue on the use and conversational functions of CS in teacher talk and the teachers’, students’, and administrators attitude towards it. You may contact us for further discussion on this subject. MS. CHONA R. CABUGNASON-QUITEVIS, NEGROS ORIENTAL STATE UNIVERSITY, BAIS CITY chonaquitevis@yahoo. com (09186593655) PROF. GINA A. FONTEJON-BONIOR, SILLIMAN UNIVERSITY, DUMAGUETE CITY ginabonior@gmail. com (Mobile: 09173141344)