Code-switching

Objectives: -two concepts -types of code-switching -code-switching in Chinese-English bilingual teaching

1. code -a set of words, signs, etc. that convey information ( 代码 ) -a language or a variety of language ( 语码 ) 2. code-switching -switching from one language to another or -using more than one language/variety to another in conversation

I. Two concepts

II. Types of code-switching 1. intra-word switching

a change or movement within a word

eg. shop pa (English + Panjabi plural ending)

kuenjoy (Swahili prefix ku + English )

( 三本）书 s

2. intra-sentential switching

switching within a clause or sentence

eg. 玫瑰 flower

乱 speak

今天是 Christmas Day.

That happened just at the moment, 当 他进来的时候 .

3. tag-switching

a kind of intra-sentential switching, in

which a tag question of one language is

inserted into an utterance of another

eg. It’s a nice day, hana?

I’m energetic today, 是吗 ?

4. inter-sentential switching

a change or movement which takes place at a

clause or sentence boundary, where each sentence

or clause is in one language or the other

eg. 这些是月饼 ,and those are sandwiches.

I take the great honor to make known to all the

plan for The English Culture Festival. 首届英语 文化节将于 2008 年 12 月 26 日开幕。

III. Reasons for code-switching

1. It is a shortcut to communication.

eg. What do you think of the idea shǎo zhēteng?

2. It avoids awkward directness.

eg. 妈妈， I love you.

我要去 toilet, 你去吗？ 3. It is clearer and more efficient to explain.

eg. 处 (chu/chu)

除了

4. It avoids obscurity and saves time.

eg. the teaching of The Life of Balsam

(a herbaceous plant cultivated for its

helmeted flowers, which are typically

pink or purple)

5. It is just for fun.

eg. 乱 speak!

Worker 们 , lets go.

外面下雨了，你拿 umbrella 没有 ?

她怎么就 disappear 了呢 ?

iV. Case study of code-switching in the

bilingual teaching of our country

1. general information of the sample case

-35-minute math class by Jin Lan

-The Changchun Shuxun Primary School

- solve problems

2. The types which occurred in the class

eg. Very 简单 intra-sentential

eg. 综合算式呢？ Who can tell me?

inter-sentential

3. The reasons for the teacher to switch in that class

1) from English to Chinese

-repeating casually

eg. “Can you? 能吗？” eg. “Which one do you like best? 更喜欢哪一种 ?” -guaranteeing better understanding

eg. “Who can tell me how do you range it?,

怎样组成的？” .

eg. “Very good. 那么 , 这是分步算式，谁能告诉老

师综合算式是什么呢 ?”

2) from Chinese to English

Organizing teaching

eg. “Very good.”

“Stop here.”

“Are you clear?”

“Yes or no.”

“You, please.”

“Who can answer the question?”

“ 那么，这是分步算式，谁能告诉老师综合算式是 什么呢？ OK, the boy, you, please.”

“ 如果按照你们的想法，乘法口诀，或者按照老师 的从小到大， which one is better?”

Achieving the target language objective the main math words: question range circle rectangle method calculate divided multiply problem sticker equally

main math expressions:

·question one( 问题 1)

·method two( 方法 2)

·math problem

·divide…equally into…

·How many…in all?

·Six multiply by eight is forty-eight.

·Forty-eight rectangles in all divided by eight is

six.

4. the students’ code-switching and learning effect

- whether the students could switch to the

target language and follow the teacher

- whether they learned effectively with both

the subject objective and the target language

objective to be achieved

Discourse 1 (sentences 23-26)

T: What is this?

Ss: 机器人。 T: Robot.

Ss: Robot.

Discourse 2 (sentences 46-48)

S: 用上面的材料能够摆多少个 sun ？ T: Together.

Ss: 用上面的材料能够摆多少个 sun ？

Discourse 3 (sentences 66-68)

T: 好了，你来说说自己的想法。 S: 有一个机器人有 one circle and six rectangle 。 S: 不够就向下面的机器人借 two rectangle 。Discourse 4 (sentences 295-296)

T: Divide twelve candies equally into three groups.

S: Twelve divide by four is three, 是把 12 块糖果平均分

给 4 个小朋友，每个小朋友 3 个。Discourse 5 (sentences 92-94)

S: 用 6 乘以 8 等于 48 个。 Forty-eight divided by eight is

six.

S: 再用 forty-eight divided by eight is six 。 S: 48 除以 8 等于 6 。

Conclusion:

Only bilingual students can understand a

bilingual teacher, but monolingual students

can never sit in a bilingual classroom to listen

to a bilingual class.

Only bilingual students can switch (especially

from their mother tongue to the target

language) and think and express themselves

bilingually (especially in the target language).

Students in China can learn a non-language

subject bilingually and effectively ！