philippines pielc conference metila ppt
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Decoding the Switch :Looking at Classroom
Codeswitching as a Guide inTeaching and Learning
Romylyn A. Metila
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rapid and momentary shiftings one language to another within a single conversation within a single sentence
What is codeswitching?
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Kinds of Codeswitching
(Poplack, 1979 & 1980)
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“No, you can’t use that learning stick. Bawal yan. Naku, Nika,
ang mali mo talaga.”
Inter-sentential codeswitching
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1] Sige , (ok) I’ll buy it.2] What’s this, ano (uh)?
Tag-switching (tag insertion)
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Dapat ma-melt yung ice.
Intra-sentential codeswitching
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Bilingual Education Policy
EnglishFilipino
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Questions:1. What are the codeswitching
patterns used in interaction
situations in an exclusive privateschool?
2. Why do students and teacherscodeswitch?
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Questions:
3. Does codeswitching affectlearning? Teaching?
4. Should codeswitching be allowed
in the classroom?
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Recurrent Patterns of English-Filipino
Codeswitching :Bases forEnglish Language Teaching
Modifications
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Data Gathering non-participant observation method
English, Filipino, physics, sciencelaboratory, and mathematics &
Normalization and Homeroom periods
Video ~ 14 hrs. Audio ~ 14 hrs.
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What are the codeswitchingpatterns used in
interaction situations in anexclusive private school?
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Pattern Comparison Satuito (1974)
speech of Tondo-speakers
Bautista (1975)
Pulong-pulong sa Kaunlaran byGerry Geronimo
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Total = 2,367
codeswitching utterances
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Kinds of CS Used
1. Intersentential kind (44%)2. Intrasentential kind (35%)
3.
Tagswitching (20%).
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simple English nouns (20%) Filipino enclitics (15%)
Filipino adverbs (7%)
Frequency Count of Patterns
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English verb “gets” “make” + Filipino verb Juxtaposed Filipino sentence in
an otherwise English turn ofspeaking
Top Three New Patterns
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Filipino class - recorded CS (17%)
English classes - recorded CS (6%)
Intersentential codeswitching - in
Filipino (17%) and physics-laboratory
classes (8%)
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Priority Linguistic Structures
“Make” + Fil verb
make bawas - lessen, deduct, subtract
make reklamo – complain
make imbento – invent or make things up
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Filipino EncliticsGravity 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
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Collocations
Tan is y over x, di ba ?Yeah, the three x as a whole nga, di ba ,Gail?
Look there’s water, di ba ?
Lyka, di ba , this is the speed and then thisis the, the height?
Priority Linguistic Structures
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Why do students and
teacherscodeswitch?
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Students’ Survey Responses
Easier self expression, loss of words
(17) (e.g. translation problems, notknowing the right words)
Influenced by people around (3)
Natural already (habit) Exposure to two languages (4) Fluency in speaking both languages
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Students’ Survey Responses
There are some words that sound
better in Tagalog than English andthe other way around
To make the person speaking to more
comfortable and for him to betterunderstand the speaker
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Why do students CS?
“Being nervous” “Force of habit” “Not being reminded” “Difficulty in combining English and
physics” “Unprepared to explain a concept”
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Why do students CS?
To express themselves in anunderstandable way Comfort level with the
teacher and classmates
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How do you feel about students’codeswitching in the classroom?
4 - “irritated, upset, frustrated, and sadat times, strict, doesn’t mind”
3 - high expectations because of language
background: proficiency, environment,school training
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Does codeswitching
affect learning?Teaching?
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Role of codeswitching in a
Mathematics class(Gabriel-Payawal and
Otero, 2006)
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The frequency of employing code-mixing, code switching …was highlysignificantly correlated in the
negative direction to Mathematicsachievement. This implies thatstudents in classes where there was
less code mixing, code switching, andmarked definitions by their teachershad better performance in the tests.
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“This implies further that greaterachievement levels were effected
by teachers whose oral deliverywas not much disrupted by mixingor switching of medium of
instruction or by defining wordsor terms.”
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How codeswitching as a medium ofinstruction affects students’
attitude and achievement in ascience class
(Inductivo, 1994)
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“cognitive deficit”
“linguistic infantilism”
- Lobitana-Barrido
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Codeswitching in Relation toLearning
The teachers’ observation that thereis not much difference when studentsuse English or Filipino in explaining
concepts should be looked into.
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The supposed confusion thatcodeswitching brings should beinvestigated.
Codeswitching in Relation toLearning
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Efforts should be made in order to
heighten awareness thatcodeswitching has its rightful place inspecial speech situations, like
informal discussions in or out of theclassroom.
Codeswitching in Relation toLearning
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Continuous steps should be made in
order to improve and enrich theteaching of both Filipino and English,so that the two languages will not be
overtaken by the preference forTaglish or Eng-Fil codeswitching.
Codeswitching in Relation toLearning
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Should codeswitching be
allowed in theclassroom?
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YES to Classroom Codeswitching:
Local Studies:
Menil (1980),
Braganza (1988), Inductivo (1994),
Tito
Abad(2005).
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International Studies :
Faersch and Kasper (1983) Rivers (1984) Corson (1988)
Cabarteja (1991) Zulkarnain Edham (1997) Lin (2001)
YES to Classroom Codeswitching:
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YES to Classroom CS
1) Fosters a positive learning ambience
2) Makes challenging subject mattercomprehensible to students
3) May remedy the poor language
competence of interlocutors
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No to Codeswitching “obvious symptom(s) and source(s)
of psychological stress” (Myers-Scotton, 1993)
a stressor
a clash of languages (Canagarajah,1993) safe-talk (Chick)
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Survey Responses
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YES because…- “There’s nothing wrong about it.”
- “Not everyone in class can speak in twolanguages properly.” (3)- “Yes, but not absolutely, for informal”
discussions.”- “Learning is easier and more
comfortable.” (5)
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“EASIER LEARNING” :
- Better self-expression (2)
- Explanation is easier to understand (2)- Comfortable to express themselves(2)
“It should be allowed in almost all classesexcept Filipino because we’re gonna getused to it.”
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No to CS because… Training for speaking in a certain
language (2) Informal
Prevents the achievement of fluency (3)
Gives confusion
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Teachers’ Interview
Responses
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Should CS be allowed in classroomswhich use English as the medium of
instruction?2 - Strict NO (Eng and laboratory)
3 - Conditional YES (math,physics, Filipino)
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Makes the language “adulterated”
Does not allow expertise in a particular
language
Reasons for NO
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Imbibed training
“Doesn’t sound nice”
Indication that the concept is not
understood or cannot be
explained
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“For few minutes of the discussion,
but not when explaining” Minimal use during group work and
discussion
“It’s the only thing that can helpthem understand the term given to
them.”
CONDITIONAL YES:
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“They (students) usually ask forsomething that is associated inthe culture that they can easily
relate to.”
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That codeswitching in the languageclassroom aids in improved facilitationof knowledge should be acknowledged;however, it has to be avoided duringformal discussions where straightEnglish or straight Filipino is theassigned medium of instruction.
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Provisions for Classroom CS
1. The English medium of instruction
should remain as the language forformal class discussions.
2.The use of codeswitching should beallowed only during informal classactivities like group work.
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3. Codeswitching should still beregulated to discourage
indiscriminate use.
4. Codeswitching can be used as a
teacher’s last resort in explainingdifficult concepts in class.
Provisions for Classroom CS
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THANK YOU!
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