Function 4. Code switching for establishing identity
3.6 DATA COLLECTING METHODS .1 Surveys questionnaire
In order to obtain evidence on how widespread the code switching practice is in the Ohangwena region, a survey was used. With the help of the regional office, survey questionnaire were sent to all 106 secondary schools in the Ohangwena region. This is a written form of questioning (survey questionnaire) which is tightly structured, consisting mostly of closed ended questions.
However, it also consisted of two questions at the end that required a more open-ended response (Thomas, 2011, p. 164). The questionnaire asked broad questions relating to the frequency of using mother tongue, the timing of using mother tongue and the teachers’ personal views on the value of code switching. Figure 1 below shows the survey questionnaire that I compiled and used.
SURVEY QUSTIONNAIRE: On the research titled: An investigation in the prevalence and use of code switching practice in grade 8 mathematics classrooms in the Ohangwena region of Namibia: A case study.
This questionnaire aims to answer the first research question i.e. what is the prevalence of code switching in grade 8 mathematics classrooms in the Ohangwena region.
Definition of the term code switching: According to (Setati, 1998, p.34) code switching is the use of more than one language in a single speech – it can involve a word, a phrase or a sentence, or it can also involve several sentences.
To be completed by grade 8 mathematics teachers.
Indicate your answer by ticking your correct choice in the appropriate block.
1. Your home language:
Oshiwambo Other languages
2. Which language is mostly use by:
a) Learners out in the playground (outside the classroom) Oshiwambo
English
b) Learners communicating with each other in the classroom Oshiwambo
English
c) Teachers outside the classroom
38 Oshiwambo
English
d) Teacher inside the classroom Oshiwambo
English
3. When do you practice code switching in your grade 8 mathematics classrooms?
I code switch (use some
Oshiwambo alongside English) when
Strongly agree
Agree Disagree Strongly disagree 1. When explaining concepts
2. When clarifying statements or questions
3. When emphasizing points 4. To connect with learners
“own context”
5. To maintain the learners attention with questions 6. For classroom management
and discipline
7. For affective purposes (to connect with learners so they feel liked and appreciated)
4. On average indicate how much time you spend using the learners’ mother tongue (Oshiwambo) in the lesson.
Time in the lesson
0 – 5 Min
5 – 10 min
10 – 15 min
15 – 20 min
20 - 25 min
25 – 30 min
30 – 35 min
>35 min Tick
5. Do you think using mother tongue alongside English (code switching practice) can help to improve the learners’ performance in mathematics?
Yes No
Motivate your answer: ………..
………
………
6. What do you think about code switching practice in mathematics classrooms? Give your personal feelings and opinion.
………
………
………
39 Figure 1: Survey questionnaire
3.6.2 Observation
In order to investigate the practice of code switching in grade 8 mathematics classrooms, I observed this practice in two grade 8 classrooms. Classes were observed several times but only two lessons for each class were transcribed for the purpose of this research. For coding the data recorded or collected during the observations, I used an observation schedule similar to the one Probyn (2006) used in her research. The observations were used with the aim of answering the second question of this research project which was: what is the nature of these code switching practices in selected grade 8 mathematics classrooms in this region?
Observation is the systematic process of recording the behavioural patterns of participants, objects and occurrences without necessarily questioning or communicating with them (Maree, 2010, p. 83-4). In this case it is the two teachers’ behavior patterns in terms of the nature of their code switching practice that was the focus. The observations enabled me to monitor and understand the nature of code switching of the participating teachers (Maree, 2010, p. 84).
Figure 2 below is the observation schedule that I used to record the frequency of code switching or the use of mother tongue as it occurred in the course of the observed lessons. In this schedule the nature of each kind of code switching is indicated in the figure in the first column. The next two columns illustrate the frequency of code switching. The ticks were then counted to find the number of times each type of code switching occurred.
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Purpose for code switching Frequency occurrence ticks Frequency total a) Explain the concept
b) Clarify statements or questions
c) Emphasize points d) Make connections with
learners’ own context e) Maintain the learners’
attention with question f) Classroom
management and discipline
g) For affective purposes (Probyn, 2006)
Figure 2: Observation schedule
3.6.3. Interviews – semi-structured
After the lesson observations and transcribing the videos, the two participating teachers were interviewed. A semi-structured interview was employed. Thomas (2011, p. 163) states that semi- structured interviews provide room for further questions for clarity. In this kind of interview the interviewer has the freedom to follow up on points as required.
During the interview I referred specifically to the videos and used them for stimulated recall. By engaging in depth with the teachers, insights are obtained that complemented the information collected through the survey. The interview was audio recorded and transcribed.
For the semi-structured interview I had some pre-determined questions as a semi-structured interview schedule “defines the line of inquiry” (Maree, 2010, p. 87). Figure 3 shows the questions that I based my enquiry on during the interviews. The order in which the questions appear in the schedule was not necessarily the one followed during the actual interview.
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Moreover, some questions emerged during the interview as I probed for more clarity in order to get more complete information.
Interview questions
Aim to get insight into teacher’s beliefs and feelings about code switching practices and reflection of the lessons observed.
1. To what extent do you practice code switching instruction in your classroom? (ask this question in conjunction with the survey and the video)
2. Why do you code switch?
3. When do you code switch?
4. How often do you code switch?
5. How do learners respond when you teach in Oshiwambo?
6. How do learners respond when you teach in the medium of English only? -English and Oshiwambo?
7. In your opinion what are the advantages and/or disadvantages of code switching?
8. Have you ever attended/participated in a workshop on code switching instruction?
9. What do you think about code switching in general? ...do you think it is good thing? ...do you think it is a bad thing?
10. Parents?
11. Ministry?
12. Are you aware of the language policy? ...what do you think about the policy?
13. If you had to write the policy, what would you say?
Figure 3: Interview schedule 3.7. SAMPLE AND SITE
For Phase 1 all grade 8 mathematics teachers from 106 secondary schools in Ohangwena region were selected, although only 84 participated.
For Phase 2 of my research project, I selected two teachers to participate in the survey. These teachers were from two different schools located within a 10km radius from my work place.
They were conveniently selected in order to facilitate easy and affordable access (Cohen, Manion
& Morrison, 2010). They volunteered to participate after I approached all the grade 8 teachers in
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my vicinity to inform them about my project. The two volunteers were asked to complete the survey again so that I could use their responses in the interviews.
However, case studies samples are not representative, so my findings are not generalisable but an in-depth study may reveal relationships that merit investigation on a wider scale (Nkpa, 1997, p.
7).