Decoding the Switch :

Looking at Classroom Codeswitching as a Guide in Teaching and Learning Romylyn A. Metila

What is codeswitching?
rapid

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

Kinds of Codeswitching (Poplack, 1979 & 1980)

Inter-sentential codeswitching
No, you cant use that learning stick. Bawal yan. Naku, Nika, ang mali mo talaga.

Tag-switching (tag insertion)

1] Sige, (ok) Ill buy it. 2] Whats this, ano (uh)?

Intra-sentential codeswitching Dapat ma-melt yung ice.

Bilingual Education Policy

English Filipino

Questions:
1.

2.

What are the codeswitching patterns used in interaction situations in an exclusive private school? Why do students and teachers codeswitch?

Questions:
3. Does codeswitching affect learning? Teaching? 4. Should codeswitching be allowed in the classroom?

Recurrent Patterns of English-Filipino Codeswitching : Bases for English Language Teaching Modifications

Data Gathering

non-participant observation method English, Filipino, physics, science laboratory, and mathematics & Normalization and Homeroom periods Video ~ 14 hrs. Audio ~ 14 hrs.

What are the codeswitching patterns used in interaction situations in an exclusive private school?

Pattern Comparison
Satuito (1974) speech of Tondo-speakers

Pulong-pulong sa Kaunlaran by
Gerry Geronimo

Bautista (1975)

Total = 2,367 codeswitching utterances

Kinds of CS Used
1. 2. 3.

Intersentential kind (44%) Intrasentential kind (35%) Tagswitching (20%).

Frequency Count of Patterns

simple English nouns (20%) Filipino enclitics (15%) Filipino adverbs (7%)

Top Three New Patterns

English verb gets make + Filipino verb Juxtaposed Filipino sentence in an otherwise English turn of speaking

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

Priority Linguistic Structures

Filipino Enclitics
Gravity 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.

Priority Linguistic Structures

Collocations
Tan is y over x, di ba? Yeah, the three x as a whole nga, di ba, Gail? Look theres water, di ba? Lyka, di ba, this is the speed and then this is the, the height?

Why do students and teachers codeswitch?

Students Survey Responses

Easier self expression, loss of words (17) (e.g. translation problems, not knowing 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 and the other way around To make the person speaking to more comfortable and for him to better understand 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 an understandable way Comfort level with the teacher and classmates

How do you feel about students codeswitching in the classroom? 4 - irritated, upset, frustrated, and sad at times, strict, doesnt 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 codemixing, code switching was highly significantly correlated in the negative direction to Mathematics achievement. This implies that students in classes where there was less code mixing, code switching, and marked definitions by their teachers had better performance in the tests.

This implies further that greater achievement levels were effected by teachers whose oral delivery was not much disrupted by mixing or switching of medium of instruction or by defining words or terms.

How codeswitching as a medium of instruction affects students attitude and achievement in a science class (Inductivo, 1994)

linguistic infantilism

cognitive deficit

- Lobitana-Barrido

Codeswitching in Relation to Learning

The teachers observation that there is not much difference when students use English or Filipino in explaining concepts should be looked into.

Codeswitching in Relation to Learning

The supposed confusion that codeswitching brings should be investigated.

Codeswitching in Relation to Learning

Efforts should be made in order to heighten awareness that codeswitching has its rightful place in special speech situations, like informal discussions in or out of the classroom.

Codeswitching in Relation to Learning

Continuous steps should be made in order to improve and enrich the teaching of both Filipino and English, so that the two languages will not be overtaken by the preference for Taglish or Eng-Fil codeswitching.

Should codeswitching be allowed in the classroom?

YES to Classroom Codeswitching:

Local Studies:

Tito Menil (1980), Braganza (1988), Abad(2005). Inductivo (1994),

YES to Classroom Codeswitching:

International Studies :

Faersch and Kasper (1983) Rivers (1984) Corson (1988) Cabarteja (1991) Zulkarnain Edham (1997) Lin (2001)

YES to Classroom CS
1) Fosters a positive learning ambience 2) Makes challenging subject matter comprehensible to students 3) May remedy the poor language competence of interlocutors

obvious symptom(s) and source(s) of psychological stress (MyersScotton, 1993) a stressor a clash of languages (Canagarajah, 1993) safe-talk (Chick)

No to Codeswitching

Survey Responses

YES because
- Theres nothing wrong about it. - Not everyone in class can speak in two languages 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 classes except Filipino because were gonna get used 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 classrooms which use English as the medium of instruction? 2 - Strict NO (Eng and laboratory) 3 - Conditional YES (math, physics, Filipino)

Reasons for NO

Makes the language adulterated Does not allow expertise in a particular language

Imbibed training Doesnt sound nice Indication that the concept is not understood or cannot be explained

CONDITIONAL YES:

but not when explaining Minimal use during group work and discussion Its the only thing that can help them understand the term given to
them.

For few minutes of the discussion,

They (students) usually ask for something that is associated in the culture that they can easily relate to.

That codeswitching in the language classroom aids in improved facilitation of knowledge should be acknowledged; however, it has to be avoided during formal discussions where straight English or straight Filipino is the assigned medium of instruction.

Provisions for Classroom CS

1.

The English medium of instruction should remain as the language for formal class discussions. The use of codeswitching should be allowed only during informal class activities like group work.

2.

3. Codeswitching should still be regulated to discourage indiscriminate use.

Provisions for Classroom CS

4. Codeswitching can be used as a teachers last resort in explaining difficult concepts in class.

THANK YOU!