CODE SWITCHING IN
PRIMARY MATHEMATICS CLASSROOMS
by
NEO KlAN SEN
Dissertation Presented to the School of Educational Studies
Universiti Sains Malaysia In Partial Fulfilment ofthe Requirements
for the Degree of
Doctor of Education
Universiti Sains Malaysia Pulau Pinang
April2011
..
Acknowledgements
First, I would like to express my gratitude to my supervisor Associate Professor
Dr. Lim Chap Sam for inspiring me to investigate this research topic and giving me
continuous advice, guidance and encouragement as well as invaluable assistance.
would also like to thank Dr. Leong Lai Mei and Dr. Tan Kok Eng for their helpful
suggestioHs for improving my research presentations and research dissertation. My
sincere appreciation also goes to my former superior, Dato' Professor Dr Hussin @
Mohamad Bin Abd Rahman from the MARA University of Technology, Kelantan
Branch Campus for his advice, assistance special arrangements of my work schedule to
allow me to attend the 15 compulsory courses for the Ed D programme at USM Penang
Campus. I also owe much gratitude to my research subjects and their gate keepers.
They are school administers, teachers and students from 16 schools in Kelantan. Without
their cooperation and support, I would not have completed this project. Finally, thank
you to my family members, especially my wife Madam Heng Buai Chin, our two
children Neo E-On and Neo On E, and my parents Mr Neo Hai Min and Madam Chua
Chu Lang, for their love and unwavering support throughout the very long and arduous
journey of my graduate school studies.
II
TABLE OF CONTENTS
Acknowledgements
Table of Contents
List of Tables
List of Figures
Abstrak
Abstract
..
CHAPTER 1 -- INTRODUCTION
1.1 Background to the Study
1.2 Statement ofthe Problem
1.3 Objectives ofthe Study
1.4 Research Questions
1.5 Theoretical Framework
1.6 Conceptual Framework
1.7 Significance ofthe Study
1.8 Operational Definitions
CHAPTER 2 -- REVIEW OF LITERATURE
2.1 Introduction
2.2 Types of Code-switching
2.2.1 Definitions of Code-switching
2.2.2 Categorization of Code-switching
2.3 Mother Tongue Use in Bilingual Education
2.4 The Functional Models of Code-switching
2.4.1 Ferguson's ( 1959) Notion of Diglossia
2.4.2 Fishman's ( 1965) Domain Theory
Ill
II
Ill
VIII
XI
xiii
XV
2
5
6
6
14
17
19
21
22
22
24
29
32
32
"" .).)
2.5
2.6
2.7
2.8
2.4.3 BJorn and Gumperz's (1972) Signalling and Interpretive Model
2.4.4 Giles's (1973, 1977) Speech Accommodation Theory (SAT)
2.4.5 Halliday's (1973, 1975, 2004) Functional Grammar Theory
2.4.6 Gumperz's (1982) Interactional Sociolinguistic Approach
2.4.7 Myers-Scotton 's ( 1983, 1993) Markedness Model
2.4.8 Marasigan 's ( 1983) Six Functions of Illocutionary Acts
2.4.9 Appel & Muysken 's (1987) Six Functions of Language Use
2.4.1 0 Summary ofthe Functional Models of Code-switching Before the 1990s
Functions of Code-switching in Classroom: Studies in the 1990s •.
2.5.1 Meritt et al. 's ( 1992) Study
35
38
40
45
48
50
52
56
56
58
2.5.2 Canagarajah's ( 1995) Study 59
2.5.3 Eldridge's(l996)Study 61
2.5.4 Summary of the Three Studies on Functions of Code-switching in 62 Classrooms and Implications on This Study
Functions of the L I and L2 Used in Mathematics Classrooms: A Psycholinguistic Model
Functions of Code-switching in Mathematics Classrooms
2.7.1 Studies in the United States
2.7.2 Studies in Africa
2.7.3 Studies in Malaysia
Conclusion
65
71
71
75
79
80
CHAPTER 3 -- METHODOLOGY
3.1 Introduction
3.2
3.3
3.4
3.5
Research Design
Participants
Methods of Data Collection
3.4.1 Classroom Observation
3.4.2 Interview
Procedure of Data Collection
IV
83
83
84
87
87
88
89
3.6
3.7
3.8
3.9
3.8
3.9
3.10
Pilot Study
Data Analysis
3.7.1 Verbatim Transcription
Method of Data Analysis
91
93
94
95
3.8.1 Unit of Analysis: Utterance of C-unit 95
3.8.2 Languages Used in Utterance of C-Unit 99
3.8.3 Estimation of the Use of L I (students' mother tongue) in I 00 Classroom Discourse
3.8.4 Types of Code-switching and Counting of Cases I 02
3.8.5 Communicative Functions of Languages Used I 04
3.8:6 Instances of Code-switching in the Progression of a Lesson I 08
Presentation of Research Findings
3.9.1 Quantitative Analysis
3.9.2 Qualitative Analysis
Ethical Issues and Confidentiality
Reliability and Validity ofthe Study
Summary
110
I 12
113
118
CHAPTER 4 -- DATA ANALYSIS AND FINDINGS
4.1
4.2
Introduction
Languages Used in Primary Mathematics Classrooms
121
121
4.2.1 The Use ofthe L1, L2 and Code Mixing ofthe Ll and L2 in 122 Mathematics Classrooms of a National Primary School (SK)
4.2.2 The Use of the L I, L2 and Code Mixing of the L I and L2 in 124 Mathematics Classrooms of a Chinese Primary School (SJKC)
4.3 The Extent to which Teachers and Students Resorted to Code-switching in 127 Teaching and Learning Mathematics
4.4 Comparison ofthe Use ofthe Ll and L2 in the Mathematics Classrooms 130
4.4.1 Types of Schools: SK and SJKC
4.4.2 Types of Classes: The Good Class and the Weak Class
4.4.3 Location of Schools: Urban and Rural
v
131
132
134
4.5
4.6
4.7
4.8
4.9
4.4.4 Teaching Experiences: Super Senior, Senior and Junior Teachers
When does code-switching occur during the mathematics lessons?
Why do mathematics teachers code-switch at that particular point of communication during the progress of a mathematics lesson?
4.6.1 The Communicative Functions of Code-switching
Comparison of Language Use in Two Types of Primary Schools when Teachers Performed Six Key Communicative Functions in Teaching
4.7.1 Function of Discussion
4.7.2 Function of Description
4.7.3 Function of Instruction
4.7.4 Function of Definition
4.7.5 Function of Representation
4.7.6 Function ofTranslation
The Textual, Conversational, Affective and Social Functions of Codeswitching
135
136
142
142
146
146
149
153
158
161
167
175
4.8.1 Textual Metafunction on Topic or Activities Shift 176
4.8.2 Coping Strategy for Lack of Appropriate Terms in Other Languages 176
4.8.3 Following the Preceeding Talk to accommodate other People's Speech 177
4.8.4 Addressee Specification 179
4.8.5 To Attract Attention 181
4.8.6 To Express Humour 181
4.8.7 To Express Dissatisfaction 181
4.8.8 To Scold 182
4.8.9 To Give Encouragement 183
4.8.1 0 To Express Disapproval 183
4.8.11 To Express Group Solidarity 184
Summary 184
CHAPTER 5-- DISCUSSION OF FINDINGS AND IMPLICATIONS
5.1 Introduction
5.2 Discussion of Findings
VI
186
186
5.3
5.4
5.5
5.6
5.2.1
5.2.3
5.2.4
What languages are used in mathematics teachers' discourse and to what extent do teachers resort to code-switching?
When does code-switching occur in mathematics classroom discourse?
Why do teachers code-switch at that particular point of communication during the progress of a mathematics lesson?
Implications ofthe Study
Limitations ofthe Current Study
Suggestions for Future Research
Conclusion •.
References
Appendices
Vii
186
189
192
197
198
200
202
204
221
Table 1.1
Table 1.2
Table 2.1
Table 2.2
Table 2.3
Table 3.1
Table 3.2
Table 4.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 4.6
Table 4.7
Table 4.8
Table 4.9
LIST OF TABLES
Page List of Factors Influencing Language Choice 7
Three Major Components of Code-switching in Discourse from the 12 Functional Perspective
Principal Code-switching Patterns 25
Functions/Patterns/Principal Factors in Selection and Switching 28
Summary ofTheories/Models for Functions of Code-switching in 55 Various Social Contexts other than School Settings
The frequency distribution of subjects based on the types of class 86 and the class level
Sample of assigning utterances the value of types of language use I 07 and communicative functions based on observation of Teacher T9
Language Uses of eight classes at SK 123
Language Uses of eight classes at SJKC 125
Cases of intersentential and intrasentential code-switching by 128 teachers and students in eight mathematics classrooms at SK
Cases of intersentential and intrasentential code-switching resorted 129 by teachers and students in eight mathematics classroom at SJKC
Comparison of the use of the L 1, L2, the mixed codes of the L1 and 131 L2 between two types of schools
Comparison of the use of the L I, L2, the mixed codes of the L I and I"" .).)
12 between two types of classes
Comparison ofthe use ofthe Ll, L2, the mixed codes ofthe Ll and 135 L2 between two locations of schools
Comparison ofthe use ofthe Ll, L2, the mixing codes ofthe Ll and 136 12 among three groups of teachers in terms of their years of service
Ll and L2 Language Use against the Flow of Instructional Time in 137 National School Mathematics Classrooms
VIII
Table 4.10 Ll and L2 Language Use against the Flow of Instructional Time in 140 Chinese School Mathematics Classrooms
Table 4.11 Communicative Functions of the L I and L2 in SK Mathematics 143 Classrooms
Table 4.12 Communicative Functions of the L 1 and L2 in SJKC Mathematics 144 Classrooms
Table 4.13 Comparison of the ranking of frequency of the language use for the 145 communicative functions between two types of primary schools
Table 4.14 The types of language use (the Ll, L2, code-mixing of the Ll & L2) 147 when teachers performed the function of Discussion in teaching
•.
Table 4.15 Sample of Teacher T6's utterances when performing the Discussion 147 function and others
Table 4.16 The types of language use (the L I, L2, code-mixing of the Ll & L2) !50 when teachers performed the function of Description in teaching
Table 4.17 Sample of Teacher T8's utterances when performing the Description 150 function and others
Table 4.18 The types of language use (the L I, L2, code-mixing of the L I & L2) !54 when teachers performed the function of Instruction in teaching
Table 4.19 Sample of Teacher Tl3's utterances of Teacher Tl3 when !55 performing the Instruction function and others
Table 4.20 Sample of Teacher T9's utterances when performing the Instruction !56 function and others
Table 4.21 The types of language use (the Ll, L2, code-mixing of the L I & L2) 158 when teachers performed the function of Definition in teaching
Table 4.22 Sample of Teacher Til's utterances when performing the Definition 159 function and others
Table 4.23 The types of language use (the L I, L2, code-mixing of the L I & L2) 162 when teachers performed the function of Representation in teaching
Table 4.24 Sample of Teacher T7's utterances when performing the 162 Representation function and others
IX
Table 4.25 The types of language use (the L 1, L2, code-mixing of the L 1 & L2) 167 when teachers performed the function ofTranslation in teaching
Table 4.26 Sample of Teacher T9's utterances of Teacher T9 when performing 171 the Translation function and others
Table 4.27 The number of teachers using the official language of instruction 173 versus the number of teachers resorting to code-switching as the dominant language used in classroom discourse for the five key communicative functions
Table 4.28 The number of utterances of the L2 (Eng! ish), L J (Malay or J 75 Chinese) and mixed code of the L I & L2 used in classroom discourse while teachers and students for the five key communicative functions
X
LIST OF FIGURES
Page Figure 1.1 Model of Emergent of Functions of Code-switching on a 13
Bi/Multilingual Language Site
Figure 1.2 Functions of Code-switching (CS) That Can be Studied Under 17 Various Perspectives of Linguistics
figure 2.1 A Model for Considering the Role of Language in Mathematical 67 Activity
XI
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix· G
List of Appendices
Functions of Code-switching Broken down into the Dimensions of "Meanings" and "Realization of Meaning" Based upon the Conceptual Framework Proposed in 1.6
Guiding Scale for Assigning the Communicative Functional Values to Utterances
Structured Interview Questions given to Mathematics Teachers
Structured Interview Questions given to Mathematics Teachers of National Primary Schools (Soalan Temubual Berstruktur Yang Dikemukakan Kepada Guru Matematik diSK)
Structured Interview Questions given to Mathematics Teachers of
Chinese Primary Schools (SJKC) ( ~1f. 1HtiJ$~Yffi[H]~B18<J}]J1
7t ~ 11F Er-J i'PJ ~)
A Brief on the Particulars of Objectives, Targeted Participants and Methods of the Present Study Submitted to the Administrator of SK
A Brief on the Objectives, Targeted Participants and Methods of the Present Study Submitted to the Administrator of SJKC
Page 222
230
2.,,., _)_)
235
238
240
241
Appendix H Schedule of Classroom Observation Filled by the Administrator of 242 SK
Appendix I Schedule of Classroom Observation Filled by the Administrator of 243 SJKC
XII
ABSTRAK
Bahasa pengantar bagi subjek Matematik dan Sains di Malaysia ialah bahasa
Inggeris. Sungguhpun guru matematik mematuhi polisi bahasa rasmi untuk dua subjek ini,
namun kajian empiris telah menunjukkan bahawa bahasa pertama pelajar {Melayu, Cina,
Tamil) turut digunakan. Maka fenomena peralihan kod di bilik datjah matematik berlaku.
Walau bagaimanapun, maklumat berkenaan fenomena tersebut masih kurang. Kajian ini
menyelidik isu berkenaan apa, bila dan mengapa peralihan kod berlaku dalam bilik darjah
matematik di Sekolah Kebangsaan (SK) dan Sekolah Jenis Kebangsaan Cina (SJKC) di
Kelantan. Enambelas pengajaran kelas dari SK dan SJKC telah dicerap dan dirakamkan
dengan perakam video. Antara 16 pengajaran tersebut, Iapan daripadanya dari SK dan
yang baki dari SJKC. Antara empat pengajaran di setiap sekolah itu pula, dua
daripadanya ialah Darjah 2 dan dua yang lain iaiah Darjah 5. Bahasa pengantar rasmi
untuk kelas matematik d i semua kelas adalah bahasa Inggeris. Masa pencerapan untuk
setiap pengajaran berbeza dalam lingkungan masa setengah jam hingga satu jam. Sesi
temubual dengan guru dan enam orang pelajar (Darjah 5 sahaja) dari setiap peserta kelas
dalam kajian turut dijalankan sebaik sahaja sesi pencerapan pengajaran tamat.
Penemubualan untuk dua kumpulan orang ini dijalankan berasingan masa. Bahasa yang
digunakan dalam temubual ialah bahasa Melayu untuk peserta kajian SK dan bahasa Cina
untuk peserta kajian SJKC. Proses temubual dirakamkan dengan alat pcrakam suara.
Data yang dipungut daripada rakaman video dan audio ditranskripsi verbatim. Data
kajian menunjukkan bahawa kebanyakan guru matematik sekolah rendah menggunakan
peralihaan kod dalam pengajaran. Terdapat 42.46% penggunaan perkataan Melayu dalam
perbualan bilik darjah di SK, manakala di SJKC pula, penggunaan perkataan Cina dalam
XIII
perbualan bilik darjah ialah 40.43%. Peralihan bahasa merupakan strategi, alat dan
sumber komunikasi yang berkesan. Pertimbangan pedagogi sebegini menyebabkan
timbulnya penggunaan peralihan kod secara dalam ayat dan di antara ayat di kalangan
guru matematik sekolah rendah. Dalam kajian ini, penggunaan pendekatan peralihan kod
berlaku dari permulaan kelas sampai penamatan kelas. Sembilan fungsi komunikasi
penggunaan bahasa dalam kelas matematik dwibahasa yang dikemukakan oleh Clark
(1974) serta skala pemberian nilai fungsi komunikasi yang dibangunkan oleh pengkaji
yang digunakan dalam kajian ini telah terbukti berguna dan sesuai untuk menentukan
corak dan tujuan peralihan kod. Selain mencapai fungsi-fungsi komunikasi tersebut untuk
memenuhi keperluan perkembangan kognitif di kalangan pelajar, guru-guru kerap juga
menukar kod kepada bahasa ibunda pelajar untuk mencapai tujuan-tujuan lain dari segi
pengungkapan, pertuturan, afektif, sosial dan pengurusan, antaranya, termasuk
mengambil hati pelajar yang fasih dan yang kurang fasih dalam bahasa lnggeris; menarik
perhatian; menegaskan sesuatu isi penting dan lain-lain lagi. Data rakaman bilik darjah
juga menunjukkan bahawa beberapa kelas menjadi kurang aktif apabila guru secara
bandingan menggunakan lebih bahasa Inggeris dalam pengajaran mereka. Fenomena ini
juga sebaliknya membayangkan bahawa penggunaan peralihan kod para guru merupakan
strategi yang penting apabila menghadapi pelajar yang kurang fasih bahasa Inggeris.
Implikasi daripada dapatan kajian ini ialah guru-guru harus digalakkan menggunakan
bahasa pertama pelajar juga selain daripada menggunakan bahasa pengantar rasmi.
Pendekatan ini membolehkan guru menyampaikan pengajaran dengan lebih berkesan
serta perbualan bilik darjah juga akan lebih relevan dengan keperluan pelajar, khususnya
ia dapat menggalakan penglibatan aktifpelajar dalam pembelajaran matematik.
XIV
ABSTRACT
The medium of instruction for mathematics and science in Malaysia is English.
Available empirical research findings have shown that although Malaysian teachers
comply with the official language policy for the teaching of these two subjects, the
students' first languages (Malay, Chinese and Tamil) are still used, leading to the
phenomenon of code-switching in the classrooms. However, information about the nature
of the phenomenon of code-switching remains scarce. This study examined the issues of
what tyP.es, when, and why code-switching occurred in national and Chinese primary
mathematics classrooms in Kelantan. The teaching of mathematics in 16 classes from two
types of school was observed and video-recorded. Of the 16 classrooms, eight were from
two national schools (SK) and the other eight were from two Chinese primary schools
(SJKC). Within the four classrooms of each school, two were Standard 2 and the other
two were Standard 5. The duration of each observed class varied from half an hour to an
hour. Interviews with teachers and six students in Standard 5 from each of the
participating classes were conducted immediately after each classroom observation but
separately and consecutively. The language used in the interviews at the SK schools was
Malay, whereas at the SJKC schools, interviews were conducted in Mandarin. Each
interview was audio-recorded. All video-recorded and audio-recorded data were
transcribed verbatim. The research data showed that most primary mathematics teachers
resorted to code-switching in teaching, from the beginning to the end of the lessons. -It
was found that in mat'hematics classroom discourse, mathematics teachers at SK resorted
to code-switching to the students' first language ( 42.46%) more often than SJKC teachers
did (40.43%). Alternation of languages served as a useful communicative resource, tool
XV
and strategy. Pedagogical considerations gave rise to the use of intrasentential and
intersentensial code-switching among the teachers observed. The nine communicative
functions of language use proposed by Clark (1974) and the tentative guiding scale
developed by the researcher for assigning the Clark's communicative functional values
were found to be feasible and useful in examining the patterns and purposes of code
switching. Besides achieving the nine communicative functions for fulfilling the needs of
students' cognitive development, teachers occasionally code-switched to students L I to
achieve textual, conversational, affective, social and managerial purposes, such as
appealing to the literate and the illiterate (L I & L2), capturing attention, emphasizing a
point and other ends. Besides, classroom video recorded data also showed that classes
became less active when teacher used English to teach mathematics. This finding
suggests that teachers' code-switching is an important teaching strategy when dealing
with Limited English Proficient learners. Among the most important implications is
that mathematics teachers should be encouraged to use the students' L I, in
addition to the official language, as use of the students' L 1 can make teaching more
effective, and classroom discourse more relevant to students' needs, specifically through
encouraging active involvement in the learning of mathematics.
XVI
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Malaysia is a multi-ethnic and multi-cultural society. Malays, Chinese and
Indians are the three main ethnic groups. Among these three ethnic groups, the Malays ..
constitute more than half of the total population. Due to its status as a British colonial
state, English was the dominant administrative and educational language at all levels
during the British regime. With this socio-cultural and historical background, most
Malaysians practically are bilingual or multilingual. Most literate Malaysians are able to
speak Malay, the national language, and English, a language prevalent in the Malaysian
business sector and 2.t the global level. However, the proficiency of the language
competencies of Malaysians in these two languages may range from not so fluent to very
fluent. In social communication, the participants who are able to speak English and
Malay may differ in their proficiencies of these two languages and frequently resort to
code-switching to help them in their communication (Dayang Fatimah, 2007; Farid, 1987;
Jacobson, 1993; Jamaliah Mohd. Ali, 1995; Le Yasan, 1996; Morais, 1991; Wong, 1974).
Code-switching other than English to Malay and vice versa (English to Malay) has also
been found to be a very common phenomenon in discourse among Malaysians, who tend
to code-switch from one language to other languages such as Tamil/English/Malay
(David & Hashim, 2001 ); English/Hokkien/Mandarin (Kuang, 2002); Malay/Hokkien
(Chng-Lee, 1995); Malay/English/Hokkien (Pakir, 1989); English/Mandarin/Cantonese/
Malay (Kow, 2003); Malay/English/Seban/Kelabit (Martin, 2005); Arab/English/Malay
(Mohammad, 2006) and Kelantanese Malay/Standard Malay (Zuraidah, 2003).
1.2 Statement of the Problem
Code-switching refers to the use of more than one language within a turn or
utterance in interaction among bi/multilinguals, both in in-group and out-group
encounters (David, 2003a). As has been depicted in empirical research, it is the norm in
discourse in Malaysian multilingual society, and is very commonly found in the
educationaJ·.context (Atan, 1998; Lim, 2003; Norizah Mohd Said, 2004; Ong, 1989;
Paramasivam Muthusamy, 2006; Sumathi Krishnan Kutty, 2005; Tan, 1992; Zaiton
Ismail, 2004). In the "Preface'' to a Special Issue of Multilingua (Journal of Cross
Cultural and lnterlanguage Communication) on "Code-switching in Malaysia", David
(2003a) reported that code-switching is used by Malaysians as a resource, a tool and a
strategy of communication:
"[I]n Malaysia, while David shows that Malay/English code-switching is seen as a
resource to influence and coerce speech participants .in the courtroom and to exert
power, Jariah Mohd. Jan also sees code-switching as a strategic tool used to
wield power in official government meeting... Zuraidah, discussing Malay
language/dialect code-switching, argues that it is a tool used between members of
community, i.e. the Malay Kelantanese community, to signal rapport and intimacy
and regional identity ... Kow ... provides a range of examples of how ... code
switching must be viewed as an innovative strategy to communicate and
construct meaning in what children consider efficient and effective ways,
especially when children need to compensate for a limited vocabulary" (p.3-4,
emphasis added by the researcher)
David (2003a) concludes in the Preface by saying that the functions of code-switching
reported in that issue are to soften a directive; to emphasise a point; to help
communication, to indicate regional allegiance, to show power aqd status, to construct
meaning when one needs to compensate for a limited vocabulary.
2
In Malaysia, with the implementation of Teaching and Learning of Science and
Mathematics in English or PPSMI (Pengajaran dan Pembelajaran Sains dan Matematik
dalam Bahasa Inggeris), the medium of instruction of mathematics and science in
National primary schools and Tamil primary schools is English, a language which is not
the mother tongue of the majority of the students in the respective .schools. In Chinese
primary schools, mathematics and science are taught in two languages, i.e. Mandarin and
English, by following the "2-4-3 formula" and "6-2, 3-2 formula". The "2-4-3 formula"
represent&.the time for teaching English as a language and English in the content areas of
mathematics and science. At the lower primary level (level I) which comprises Standard
One, Two and Three, besides two periods of English language, there are four periods of
mathematics and three periods of science taught in English, complementing another six
periods of mathematics and three periods of science which are taught in Mandarin. At
the upper primary level (level II) which comprises Standard Four, Five and Six, the "6-2,
3-2 formula" means the time allocation for the subjects of mathematics and science in the
two languages. That is, besides five periods of English language, there are six periods of
mathematics and three periods of science taught in Mandarin, and only two periods of
mathematics and two periods of science are taught in English (Ong, 2005).
Mathematical language is very specific and consists of a lot of symbols and
several forms of representation (Pimm, 1987). Students might be less familiar with
mathematical language as compared to the everyday language (Shuard & Rothery, 1984).
Morgan (2006) points out that the responsibility of a mathematics teacher includes
teaching students the 'mathematics content', the mathematical language, and the
language of instruction. As a mathematics teacher, (s)he might like to use the students'
mother tongue to enhance students' acquisition of mathematical knowledge as well as the
language of instruction, i.e., English, and the language of mathematics. Therefore, it is
important to examine how mathematics teachers make use of one aspect of the students'
valuable experience encompassing, the mother tongue of the students and the rich culture
embedded in it, and incorporate it with students' present competency in English, to help
the students negotiate the meaning of mathematics. In other words, it is vital to examine
what functions of code-switching can serve in mathematical teaching and learning.
Teachers who are equipped with bilingual/ multilingual capability and have a
sufficient understanding of various educational theories and motivation skills may be
aware of the difficulties caused by the language medium in learning mathematics. In the
learning of mathematics, the process by which a student arrives at the answer to a
problem is even more important than the answer itself. Hence, teachers need to make the
students talk mathematics and participate in classroom activities to explore and construct
mathematical ideas. In short, teachers must help students make their thinking visible to
others by encouraging them to talk and write about the process they use to solve
problems (Bushman, 1995; Lim, 2006). With this in mind, teachers may seek resources
or tools such as the students' first language, to draw upon their great reservoir of
linguistic and cultural experiences loaded in the mother tongue, in order to help the
students in their mathematical conceptual and procedural understanding, and at the same
time, develop students' interest in participating in classroom activities. Prodromou ( 1992)
argues that there are times when the use of mother tongue in the second language (L2)
classrooms can be justified. According to him, the use of mother tongue could be seen (a)
4
as a means of providing support and security for the less confident learners or (b) as a
launching pad for other activities (Prodromou, 1992, p. 63).
·Recent available research in Malaysia concerning classroom practices in relation
to the implementation of PPSMI has found that code-switching is a common feature in
most classrooms (Harshita Aini Haroon, 2005; Lim & Wun, 2003; Sidhu, 2005). In the
classroom context, school teachers and pupils are used to the switching between students'
mother tongue and the language of instruction for a range of managerial, affective and
cognitive development purposes (Atkinson, 1 987; Cook, 200 I; Harbord, 1 992).
So far, research examining the practice of code-switching in primary mathematics
classrooms remains limited. Thus, it is crucial to understand how bilingual teachers and
students utilize their facility with two languages to communicate mathematically within
the primary classrooms. Research makes it possible to better understand the cognitive
and social functions of code-switching in classroom discourse. This knowledge will
enable educators to gain insights into the uses of the mother tongue to fulfill the cognitive
and affective needs in a bilingual context. These constitute two important aspects of the
whole process of bilingual or multilingual development.
1.3 Objectives of the Study
This study has three main objectives. The first one is to identify when teachers
and students code-switch in mathematics classroom discourse; the second one is to
examine the patterns of code-switching, and the third one is to explore the reasons for or
purposes of code-switching in the natural setting of the mathematics classroom. The
5
major concern regarding the purposes of code-switching is on how relevant or significant
the effects of a particular switch are for the learner and the teacher.
. 1.4 Research Questions
To achieve the objectives stated in the above section, the following research
questions were formulated to guide the study:
I.
•.
What languages are used in primary mathematics classrooms and to what
extent do teachers and students resort to code-switching in teaching and
learning mathematics?
2. When does code-switching occur in mathematics classroom discourse?
3. Why do mathematics teachers code-switch at that particular point of
communication during the progress of a mathematics lesson?
1.5 Theoretical Framework
Code-switching is a norm and naturally occurs in many multilingual and bilingual
communities (Swigart, 1992; Goyvaerts & Zembele, 1992). This variation of language is
used by bilinguals in negotiation of meanings and accomplishment of certain
conversational goals (Auer, 1998; Heller, 1988; Jacobson, 1998; Li, 2000a; Milroy &
Muysken, 1995a). Bilinguals usually have a conscious strategic consideration while
resorting to code-switching as a tool or resource to establish, maintain or alter power
relati-ons in a discourse (Gumperz, 1982; Mayers-Scotton, 1983; Tay, 1989; David,
2003a). Fishman (1965) argues that the form of code-switching produced in the discourse
is not randomly constructed, but rather is a rule-governed phenomenon. This viewpoint
6
has been confirmed by research (Poplack, 2004). Contextual factors come in to play their
roles in conditioning and constraining bilinguals' choice of meanings and forms of
realization in words while code-switching (Auer, 1998; Blom & Gumperz, 1972;
Gumperz, 1982; Heller, 1988; Jacobson, 1998; Li, 2000b; Milroy & Musken, 1995b;
Myers-sotton, 1993). Such factors are participants' demographic background like class,
gender, age, ethnic identity, educational level, occupation and religious beliefs (Grosjean,
1982, p. 136, see Table 1.1 ). Others include preference of audiences, local culture, social
regulations, context of discourse, and speaker's experience and competence in that
language.
Table 1.1: List of Factors Influencing Language Choice
Factors Influencing Language Choice
Participants
Language proficiency Language preference Socioeconomic status Age Sex Occupation Education Ethnic Background History ofspeakers' linguistic interaction Kinship relation Intimacy Power relation Attitude toward languages Outside pressure
[Source: Grosjean, 1982, p.136]
Situation
Location Presence of mono! inguals Degree of formality Degree of intimacy
Content of Discourse
Topic Type of vocabulary
Function of interaction
To raise status To create social distance To exclude someone To request or command
The types of code-switching can be categorized into different ways from various
perspectives. From the syntactic perspective, Poplack (1980) proposed three-way
7
divisions named as tag code-switching, intra-sentential code-switching and intersentential
code-switching. Muysken (1995) analysed the mixture of words at the word, phrase,
clause and sentence levels and produced a three-way division named as alternation,
insertion and congruent lexicalization. Based on the contributing factors, BJorn and
Gumperz (1972) categorized code-switching into two main types: situational code
switching and metaphorical code-switching. By looking into the metaphorical meanings
concerning the attribute of 'in-group' and 'out-group' in code-switches, Gumperz (1982)
advanced t-wo more categories of code-switching called 'we-code' and 'they-code'. Auer
(1990, cited in Auer, 1998) proposed two types of code-switching: discourse-related
switching and participant-related code-switching. These two types are differentiated by
the influence oftwo major factors in the context of conversation: participants and topic of
discourse. Clyne (1972) also attempted to categorize types of code-switching according
to the triggered factors by referring to them as internal or external factors. His model is
internally conditioned code-switching versus externally conditioned code-switching. The
idea subsequently proposed by Valdes-Fallis (1978) is also similar to Clyne's (I 972)
model but comes with a brief explanation of the constitution factors where Valdes-Fallis
categorized patterns of code-switching into two main groups, which she referred to as
switching patterns that occur in response to external or internal factors.
Similar to the above practice, functions of language in code-switching have been
categorized by different linguists or researchers in different ways. They are proposed
according to the key determinants of language choice in the use of code-switching.
Among them, a functional model which originates from the field of grammar and which
was proposed by Halliday (I 994) has gained popularity recently in text analysis and
8
discourse analysis, and other models are, in fact, derived directly from the studies on
code-switching.
Halliday (1973, 1975, 1985, 1994, 2004), the key founder of the Systemic
Functional Grammar theory, proposed three highly generalized adult language functions,
named as ideational function, interpersonal function, and textual function. These
metafunctions are developed from the maturity of children's micro-functions of language,
namely, instrumental, regulatory, interactional, personal, heuristic, imaginative, and
informative. The key determinant in Halliday's model is the functional selection of the
process and product of meaning potential (networking of semantic system) getting done
by language in a discourse context comprised of the interaction of field, tenor and mode.
Ferguson, one of the pioneer scholars in the study of code-switching, proposed a
Diglossia model. His model is determined by choice of formality in language use where
the language contact is clearly defined as family or societal formal affairs. A common
example is the official language used for formal political speeches and the mother tongue
used for informal conversations with friends (Ferguson, 1959). Fishman ( 1956), another
important figure in leading the early research into code-switching, by considering the
influence of contextual factors, proposed the Domain Theory. The question "who speaks
what language to whom and when?" determines how code-switching handles the shift of
topic, participants and setting. BJorn and Gumperz, proposed a Signalling and
Interpretive Model, to correlate code-switching with situational parameters and stylistic
communicative moves informed by socialization process among bilinguals. For instance,
a shift of language may signal to exclude someone from participating in the discussion or
ll)ay be interpreted as exerting power. Social meaning and situational norms are the two
9
key determinants in Blom & Gumperz's model (Blom & Gumperz, 1972). Giles and his
colleagues (1973) who studied the convergent and divergent forces in speech, proposed
·the Speech Accommodation Theory. This theory considers the creation of social distance
or intimacy in shaping the choice of code-switching. Myers-Scotton (1983) looking into
speaker's right and obligation sets, proposed a Markedness Model in explaining the
function of code-switching related to speaker's intention to maintain or alter his/her right
and obligation sets by resorting to 'deeper meaning' of 'marked' terms.
Besides the above functional models, there are three more 'Six-function models'.
Gumperz ( 1982) drawing on a powerful idea of contextual ization cues and research data
gathered from three language sites, proposed a widely used Six-function model in the
study of code-switching. The six-functions of Gumperz's are: Quotation, Addressee
specification, Interjection, Reiteration, Message qualification, and Personalization versus
objectivization. Marasigan (1983) studied the subtle illocutionary intention A speaker in
the code-switching data collected in Philippines, and proposed another Six-function
model which is mainly founded on Searle's (1976) Speech Act Model. The six functions
of Marasigan are Representative, Directive, Commissive, Expressive, Declarative, and
Conditional. The last Six-function model was proposed by Appel and Muysken (1987).
They are the specialization functions of language use. This model was founded on
Jakobsen's (1960) and Halliday's (1964) work. The six functions are determined by
communicative events. They are Referential, Directive, Expressive, Phatic,
Metalinguistic, and Peotic.
Furthermore, some studies which focused on functions of code-switching in
classrooms during the 1990's have produced the following findings. Meritt et al (1992)
10
claim code-switching is used in the reformulation across codes; bringing new information
to the content of the activity; translation or word substitution within one sentence; and
classroom management routines. Canagarajah (1995) reported on functions of code
switching in three areas: classroom management, content transmission, and reflection of
social and communicative life outside school. Eldridge (1996) described and analysed
the code-switching of young learners and found seven functions he labeled as
equivalence, floor-holding, metalanguage, reiteration, group membership, conflict control,
and alignme'nt and disalignment.
The above theories and models suggest that language functions are stirred by
speaker's intention (purpose) of communication in negotiating meanings. Some related
words are 'meaning potential', 'to whom and when', 'signaling and interpreting',
'convergent force', 'divergent force', 'deeper meanings', 'contextualization cues',
'creation of social distance and intimacy', and 'specialization' in a shift of conversational
events. In those models, code-switching is viewed as a language tool, resource or
strategy that is consciously used by bilinguals to realize their intentions of speech to
accommodate various speech needs. These speech acts are determined by contextual
factors like: 'formality', 'shift of topic, participants and setting in discourse', 'social
norms', 'ideational, interpersonal, and textual consideration', 'situational parameters',
'socialization process', 'speaker's right and obligation sets', 'communicative moves in
different language sites', and 'types of language use' . .It can therefore be concluded that
the general model is: 'functions of code-switching' are stirred by the 'intentions of code
switching' where code-switching is used as a strategic verbal device to achieve some
purposes of a conversation, and the intentions are further determined by the interplay of
11
various 'contextual factors'. Table 1.2 below sums up the functional perspective of
three major components of a discourse in code-switching. The ingredients listed in each
ofthe components have been proposed by the researchers as discussed above.
Table 1.2: Three major components of code-switching in discourse from the functional pers ective
Functions of Code-switching Intention of code-switching Contextual factors
• Quotation • Meaning potential • Ideational, interpersonal and
• Addressee specification • To whom & when textual consideration of
• Interjection • Signaling & interpreting meanings & words
• Reiteration • Convergent force • Interaction of field, tenor
• Message qualification • Divergent force and mode of a discourse
• Personalization versus • Contextualization cues • Formality
objectivization • Deeper meaning • Shift of topic, participants
• Representative/ referential • Creation of social distance and setting in discourse
• Directive and intimacy • Social norms
• Expressive • Illocutionary intention • Situational parameters
• Phatic • Specialization • Socialization process
• Metal ingistic • Situational code-switching • Speaker's right and
• Poetic • Metaphorical code-switching obligation sets
• Declaration • We-code • Stylistic communicative
• Conditional • They-code moves
• Instrumental • Classroom management • Language contact
• Regulatory • Transmission of school • Types of language use
• Interactional content • Language Policy
• Personal • Reflection of social life & Language Plan in School
• Heuristic • Grosjean's ( 1982) list of
• Imaginative factors (see Figure I)
• Informative
• Translation
Code-switching only happens in bi/ multilingual language sites. Specifically,
each of the bi/ multilingual language sites IS a typical type of itself. For instance,
practices of code-switching in Vietnam and Malaysia can differ greatly where the
language type in use and language contact in each site are generally not the same,
although both nations are from the same Asean region. In the past, Vietnam was a
colonial state of France whereas Malaysia was that of the British. Thus, Malaysians are
not likely to resort to French in code-switching as the Vietnamese do in a bilingual
12
conversation. The linguistic practices in the above two language sites have been shaped
by the historical and cultural events that occurred at the sites. Inversely, Halliday (2002,
p. 5) pointed out: "Human history is the interplay of material and linguistic forces". Thus,
code-switching is conditioning, and behaviour that is being constrained by linguistic
practices that have their roots in the history and culture of a bi/multilingual language site.
Furthermore, there are many ways in constructing and interpreting meanings in a
discourse when the interlocutors exchange their meanmgs In the process of
communicatiop, and code-switching just serves as one of many strategic ways to achieve
certain communicative needs. Besides, it is because of people's experience in a
bi/multilingual language site that certain conversational intentions can best be achieved
by using code-switching, and this has informed people who resort to code-switching for
certain conversational goals. Figure I .I below shows a more general theoretical
framework of the functions of code-switching in a bi/multilingual language site based on
the above elaboration on practice of code-switching.
Making and Interpreting Meanings in a discourse
Speech needs & Purpose of Language uses
History & Culture of a Bi/Multilingual
Figure 1.1: Model ofFunctions ofCode-switching in a Discourse on a Bi/Multilingual Language Site
In Figure I. I, the three ovals with the respective labels in the lower part represent
the three major components of a discourse in code-switching, whereas the three ovals
13
with the respective labels in the upper part represent the three major components of a
'more general model of language uses which involves speech needs, its effects and it is
being constrained by historical and cultural factors of a language site. The arrow lines
show code-switching is one of the common linguistic practices of language uses on a
bi/multilingual language site. The double-headed arrow linking the two ovals in the
right-hand side represents the reality that all possible ingredients in the contextual factors
of a discourse are the product of history and culture of a bi/multilingual language site,
and their interplay inversely contributes to the formation of history and culture of that
bi/multilingual language site. The final goal of any discourse is making and interpreting
meanings, and the functions of code-switching are basically towards this end.
1.6 Conceptual Framework
Function refers to the potential and competence of a particular thing or action in
performing certain tasks in achieving a purpose, or purposes, if there are more than one.
Code-switching refers to the practice of using more than one language in the course of a
single communicative episode (Zentella, 1997). As Zentella's episode refers to a
discourse sequence around one topic that is distinctive and separate of a larger series of
communication, therefore, the definition of functions of code-switching adopted in this
study can simply mean as the communicative effects to be achieved by the bilingual
speakers through the alternation of languages in a turn of discourse. Here, the word
effect means the behavioural or substantial outcomes that achieve a desired goal. Before
a more comprehensive definition is given to the function of code-switching in
mathematics classroom discourse, we need to conceptualize four underlying concepts, i.e.,
14
what is 'discourse', 'language', 'functions of language', and 'language uses in classroom
discourse'.
According to Gee ( 1999), "discourse" usmg a lowercase "d" refers to how
language is used "on site" to enact activities and identities. However, "Discourse" using
an uppercase "D" involves much more than words. A Discourse is a socially accepted
association among ways of using language, other symbolic expressions, and 'artifacts', of
thinking, feeling, belie:ying, valuing and acting that can be used to identify oneself as a
member Of a socially meaningful group or 'social network', or to signal (that one is
playing) a socially meaningful 'role' (Gee, 1999, p. 131 ). In this study, the lower case
discourse is employed to refer to how language (inclusive of body language) is used on
site which reflects a speaker's way of being (roles, beliefs, attitudes, thinking, feelings) in
a particular context, i.e. the mathematics classroom.
Language is a social semiotic system with rich lexica-grammar and meaning
potentials (Halliday, 1973, 1978, 1985, 1994). It is the medium to transmit and reflect
reality and thinking, and by itself is a social action and cultural carrier. From this view
point, as a product, language is a social phenomenon of making sense and meanings
evolve and comply with the grammatical regulations and social conventions; and as a
process, language can serve as a tool, a resource, and a strategy in constructing and
mediating meaning as well as thinking in various styles and forms.
Function of language is the core issue of pragmatics (Verschueren, 1999). It usually
concerns two questions: a) what tasks get done by language? b) ·Jn what ways can
language work for those tasks? The first question usually concerns the basic function of
'what language does', i.e., what communicative meanings can be generated from the
15
effect of interaction among the factors of topics, participants and circumstances 1n a
communicative context; whereas the second question concerns 'how language does what
language does', i.e., the potential of language in realization of meanings corresponding to
the moment (when), the purpose (why), the participants (to whom), the medium and
channel (what), and the language competence of participants (to what. extent), of a
dynamic construction of text in a communicative activity.
Language use in classroom discourse can be categorized according to its tasks as
'language. for classroom management routine', 'language for transmission of curriculum
content', and 'language for establishment and maintenance of social relationships among
classroom participants', including the expression of speaker's identity and attitudes
(Cazden, 2001 ). These tasks achieve a range of managerial, cognitive, affective purposes
in the classroom. Other ways of categorization include the dichotomous grouping of
'safe' versus 'forbidden' (Martin, 2005), and 'academic' versus 'social' (Adendorff,
1996).
Based on the above discussion, the 'function of code-switching' for this study
refers to the interlocutors' use of their language repertoire and competence to
strategically select an alternative language and mix or embed it into the base language at
the word, phrase, clause and sentence levels, to try one's best to comply to the
grammatical systems or subsystems of both languages, to accomplish certain purpose(s)
(explicit and implicit meanings) of discourse that are manifested by specific cultural and
conversational work done in a bilingual/ multilingual context.
Figure 1.2 below shows the conceptual framework for the functions of code
switching as discussed above.
16
Pragmatics • Sociolinguistics: The relation between the performance of CS and the social and cultural elements in a society
Functions of (contextualizational cues, formality, solidarity, etc.) Code-switching ,.._ _____ • Psycholinguistics: Multi/Bilingual mind in the process of
"" CS (competence in selection of meaning and words from ,__ _____ __,
D • Meanings (purposes) • Realization of meaning (tasks)
one's language repertoire). • Structural linguistics: CS as a highly systematic and
structured linguistic phenomenon (matrix-embedded language; Tag CS; Intra-sentential CS; Inter-sentential CS, Government Constraint).
Frgure 1.2: 'Functrons ofCode-swrtchmg (CS) that can be studred Under Various Perspectrves of Linguistics
This study will only focus on the pragmatic aspect of code-switching, i.e., to gain
insight into what meanings (purposes) code-switching serves that can be inferred,
interpreted, and defined from the way such meanings are being realized by the language
task. Hence, in the process of interpreting the research data, my arguments on how
meanings are signaled through the alternation of language in response to the discourse
topics, participants and situations in the mathematics classroom may inevitably be
supported by the relevant theories of code-switching from the domains of sociolinguistics,
psycholinguistics and structural linguistics.
1.7 Significance of the Study
In the light of this functional perspective, this study focuses on documenting the·
following matters: a) types of linguistic variations in terms of choice of language codes; b)
the meanings negotiated through linguistic variations in terms of choice of language
codes; c) language as social action shaped by the social norms (rules, interpersonal
relationships between speakers and possible channel). Specifically, it will focus on
17
teacher-pupil interaction through code-switching in classroom conversation that helps to
facilitate mathematics learning as well as pupils' communicative competence
development. The nature of classroom setting and social activity are important in
shaping the language of curriculum, language of control, and language of interpersonal
identity of classroom discourse (Cazden, 2001). According to Yerschuren's (1987)
pragmatic viewpoint, communicative competence refers to the human capability to adapt
to the changing conditions for social conduct. By considering questions of functions and
meanings .. of code-switching, this functional approach helps to answer the basic questions
of when, how and why code-switching occurs (Appel & Muysken, 1987). To accomplish
this, a qualitative approach is most appropriate.
Code-switching is a interlinguistic phenomenon specific to bilinguals. This
bilingual phenomenon is in much need of explanation and understanding for those who
must deal with them in the instructional context or other contexts where this is an
important matter (Duran, 1994). This study is aimed at documenting when, why, how,
and what functions of code-switching practices are used in primary mathematics
classrooms in Malaysia. Indeed, teachers in Malaysia are inevitably involved in
bilingual/ multilingual instruction due to the Malaysian plural society background and as
a post-colonial state. It is imperative for teachers to gain a better understanding of code
switching, which is an important aspect of the whole process of bilingual development.
As has been mentioned by Duran (1994, p. 69), "Developmental knowledge should aid
instructional knowledge, and instructional knowledge should aid development." To date,
not much research has been conducted on code-switching in the subject of mathematics
in Malaysia. Thus, it is hoped that the findings of this study can contribute to the
18
knowledge of code-switching in a particular content area in the major languages of
Malaysia. The understanding of the code-switching practices and processes during
mathematics instruction in the classroom will benefit linguists, bilingual specialists,
teachers, curriculum developers and future students.
Hymes (1972) pointed out that an adequate theory of the functioning of language
would systematically relate language and context within a single model. Therefore, any
model of the functions of language use is basically contextually sensitive. The functions
of language in the classroom are a special case of the general problem of the study of
language in its social context (Hymes, 1972). Hence, it is important for documenting the
functions of code-switching in mathematics classrooms in the Malaysian context where
its language site is unique.
1.8 Operational Definitions
[The definitions of code-switching, discourse, effect and function have been given in 1.6.]
Base language: The language which provides the morphosyntactic structure of an
utterance in which code-switching and code-mixing occur (Li, 2000).
Code borrowing: Word or short expression adapted phonologically and morphologically
to the language being spoken (Grosjean, 1982).
Code alternation: A general term for the communication strategy of alternate use of two
languages in the same utterance or conversation (Li, 2000).
Code mixing: A communication strategy used by bilinguals in which the speaker of
language X transfers elements or rules of language Y to X (the base language);
19
unlike borrowing, however, these elements are not usually integrated into the
linguistic system of X (Li, 2000).
Code-switching: The alternating use of two languages on word, phrase, clause, or
sentence level (Valdes-Fallis, 1978, p. 6). ln this study, terms such as "mixing
code of Ll and L2" and "alternation of code" are used interchangeably with
"code-switching".
Contextualization cues: Linguistic signals help to delineate the context, thereby
.~hanneling or guiding interpretation and so giving additional meaning to what is
said and done in a conversation. It can take any linguistic form-- a phonetic,
lexical, or syntactic choice. It has the function of 'message of message' (meta
message) (Adendorff, 1996).
Embedded language: The language which provides lexical items which are inserted into
the utterance in which code-switching and code-mixing occur (Li, 2000)
Function: Effect achieved or work done by certain action or utensil actualized by one's
intention and usable resources.
Intersentential code switching: Code-switching between sentences/ utterances.
Intrasentential code switching: Code-switching within sentence/ utterance.
Language switching: An individual cognitive phenomenon where a person uses two
languages during solitary and/ or mental arithmetic computation. E.g., it can
refer to language used when a person is individually engaged in an arithmetic
computation rather than in a conversation (Qi, 1998).
20
2.1 Introduction
CHAPTER TWO
REVIEW OF LITERATURE
Code-switching IS a common phenomenon in the language contact among
bilinguals (Poplack et al., 1989). It is frequent for bilingual communities to use their two
languages in different domains and settings (Fishman, I 965; Valdes-Fallis, I 978). The
language·variation that emerges from such communication is an important field of study
in psycholinguistics, sociolinguistics, structural linguistics and pragmatics (see Figure 1.2,
p. 17). However, it has only begun to attract serious attention from the scholars in the
last few decades (Pop lack, 200 l ). In the majority of bilingual classrooms, where
qualitative research has been carried out, code-switching has been found to be a normal
and spontaneous occurrence, and to be neither random nor meaningless, nor does it
reflect language deficiency (e.g. Adendorff, 1993; Camilleri, 1996; Martin, 1996, 2005;
Ong, 1989; Setati, 2005; Sert, 2007; Valdes-Falis, 1978; Zabrodskaja, 2007).
Bentahi1a and Davies (I 995) concluded a decade ago that, "studies of code
switching over the past two decades have tended to concentrate on two parameters:
grammatical constraints governing switching and the rhetorical or discoursal functions
individual switches may fulfill" (p. 75). Poplack (2004) points out that researchers have
provided evidence that code-switching is a rule-governed phenomenon. On the structural
level, several studies have shown that code-switching is known to be grammatically
constrained (Bhatt, 1997; Belazi et al., 1994; di Siullo et al., 1986; Pfaff, 1979; Poplack,
I 980; MacSwan, 1997; Myer-Scotton, 1993; Santorini & Mahootian, 1995). On the
21
functional level, code-switching is used as a discourse strategy (Gumperz, 1982; Tay,
1989) and expresses several different communicational and social functions within the
conversation (Bautista, 2004; Gardner-Chloros et a!., 2000; Gumperz, 1972; Heller, 1988;
McClure, 1981; Nishimura, 1995; Pakir, 1989; Reyes, 2004; Yau, 1993).
The objective of this study is to examine the functions of code-switching m
mathematics classrooms. This study, therefore begins with the definition of code
switching and its categorizations as discussed in the literature, and then focuses on the
discussion.ofthe functional perspective of code-switching in the classroom, as well as the
purposes and reasons behind the use of mother tongue in the classroom where L2 serves
as the medium of instruction.
2.2 Types of Code-switching
There is a range of terms related to the definitions regarding ...:oJt::-switching.
Among them are code borrowing, code mixing, code change, loan words and language
shifts. The following sections will deal with the definitions of code-switching and its
categorization, followed by a review of some related terms.
2.2.1 Definitions of code-switching
There are many different definitions of code-switching.
defined while others are more restricted in definition.
Some are broadly
Robert Di Pietro (1977, p. 3) gives a broad definition of this phenomenon:
"{C]ode-switching is the use of more than one language by communicants in the
execution of a speech act." Valdes-Faliis (1978) has a similar definition but introduces it
22
in the levels of language that are involved. She says: "Code-switching can be defined as
the alternating use of two languages on word, phrase, clause, or sentence level" (Valdes
Fallis, 1978, p. 6). Gumperz (1982) has a similar notion of code-switching proposed by
Valdes (1978), but he uses 'grammatical systems or subsystems' of a speech rather than
stating the language's morphological and synthetic features. He defines code-switching
as "the juxtaposition within the same speech exchange of passages of speech belonging to
two different grammatical systems or sub-systems" (Gumperz, 1982, p. 59). Those
definitions stated above imply bilinguals have some degree of competence in the two
languages even if bilingual fluency is not yet stable or equally developed (Duran, 1994).
Pop lack (2004), however, has a more restrictive definition of code-switching. She
defines code-switching as "the utterance of internal juxtaposition, in an unintegrated form,
of overt linguistic elements from two or more languages, with no necessary change of
interlocutor or topic"(p. 589). Here, she conditions code-switching with the notions of
'unintegrated' form; 'overt' linguistic elements which may or may not have a change in
.'topic' and 'interlocutor'. She argues that there is little consensus in the literature over
which aspects should be subsumed under the label of code-switching. She gives an
inclusive summary from the literature review that, "code-switching is but one of a
number of the linguistic manifestations of language contact and mixing, which variously
includes borrowing on the lexical and syntactic levels, language transfer, linguistic
convergence, interference, language attrition, language death, pidginization and
creolization, among others" (Poplack, 2004, p. 589). Poplack's summary of code
switching is very broad and includes many things. However, for this study, the broad
sense of code-switching is adopted but it will not discuss in detail Poplack's labels such
23
as 'borrowing', "language transfer', 'I inguistic convergence', 'interference', 'language
attrition', 'language death', 'pidgination' and 'creolization'.
2.2.2 Categorization of code-switching
In categorizing code-switching, Clyne ( 1987) considered psycholinguistically
conditioned rather than sociolinguistically conditioned mechanism. He developed the
notion of "triggering" (Clyne, 1967, 1972) to represent the psychologically- conditioned
mechanism. According to Clyne ( 1972), code-switching triggered by external factors is
called externally conditioned code-switching, whereas code-switching triggered by
personal factors is called internally conditioned code-switching. Several principal
switching patterns (English-Spanish) that occur in response to external and internal
factors have been listed by Valdes-Fallis (1978) and are shown in Table 2.1.
From the linguistic structure, Pop lack ( 1980) proposed a three-way division for
code-switching, namely, tag-switching, intra-sentential code-switching and inter
sentential code-switching. Tag-switching refers to insertion of a tag or interjection in
language A into an utterance which is otherwise entirely in language B (e.g., 'you know',
'look', 'I mean' etc.). Intra-sentential code-switching involves all kinds of switching
within the clause or sentence boundary. Inter-sentential code-switching involves a switch
at a clause or sentence boundary, where each clause or sentence is in one language or
another. All three types of code-switching may be found within the same discourse.
Studies on how a language is used and mixed at the word, phrase, clause and
sentence level on a bilingual site is seen in Muysken 's (1995) research which advances
another three-way division for code-switching, namely, alternation, insertion and
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