This study examines the forms and functions of bilingual ESL teachers' English-Zulu code-switching. I suggest that these role players need to engage in awareness raising as the ANC language policy document clearly grants CS official status and more importantly CS is a reality in the classroom.
CHAPTER ONE
INTRODUCTION
- INTRODUCTORY REMARKS
- CODE..SWITCHING: BACKGROUND AND DEFINITION
- BACKGROUND
- CODE-SWITCHING DEFINED
- TYPES OF CODE-SWITCHING
- UNTANGLING TERMINOLOGY: CODE-SWITCHING, CODE-MIXING AND BORROWING
- WHO ENGAGES IN CODE-SWITCHING BEHAVIOUR?
- IS CS AN UNCONSCIOUS OR CALCULATED PHENOMENON?
- WHAT ARE THE DOMAINS OF CS?
- AIMS
- RATIONALE FOR STUDY
- DOMAIN OF STUDY
- SETTING AND SUBJECTS
- SUBJECT CONTENT
- DATA COLLECTION AND ANALYSIS
- STRUCTURE OF THE STUDY
I'll take a closer look at CS features in the next chapter. The aim of this study is to investigate whether CS when used as a teaching technique.
CHAPTER TWO
LITERATURE REVIEW
THEORETICAL FRAMEWORKS IN CODE-SWITCHING AND PEDAGOGY
- GUMPERZ'S (1982) INTERACTIONAL MODEL
- MYERS-SCOTTON'S (1993) MARKEDNESS MODEL
- KAMWANGAMALU'S (1998) 'CODE-IN-BETWEEN'
- GORDON WELLS' (1982) 'RECIPROCAL INTERACTION MODEL OF LEARNING.'
In the South African context, however, the "we-they-code" dichotomy is not so straightforward. Therefore, within the framework of English monolingual teacher and bilingual students in the classroom, "code-in-between".
FUNCTIONS OF CODE-SWITCHING
- INTRODUCTION
- CONVERSATIONAL CODE-SWITCHING
- THE FUNCTIONS OF CODE-SWITCHING AND CODE-MIXING IN EDUCATIONAL CONTEXTS
- CODE-SWITCHING AS A COMMUNICATIVE RESOURCE
- CODE-SWITCHING FOR EXPLANATION PURPOSES AND FOR INTRODUCTION OF NEW SUBJECT MATTER
- CODE-SWITCHING AS REITERATIVE
- CODE-SWITCHING FOR INFLUENCING LEARNER BEHAVIOUR
- CODE-SWITCHING AS A PHATIC FUNCTION
- CODE-SWITCHING AS AN EMBLEM FOR GROUP SOLIDARITY
- CODE-SWITCHING AS A METALINGUISTIC FUNCTION
- CODE-SWITCHING AS A POETIC FUNCTION
- CONCLUSION
Elridge 1996). In this part of the chapter, I scrutinize the dominant functions of CS in school settings, especially in the classroom. Another commonly used function of CS in an educational context is CS as repetition.
ATTITUDES TOWARD CODE-SWITCHING
- INTRODUCTION
- THE ATTITUDE OF MONOLINGUALS AND BILINGUALS TOWARDS ENGLISH
- THE ATTITUDE OF MONOLINGUALS AND BILINGUALSTOWARDS CS
- CONCLUSION
All the schools Romaine visited had signs reminding them that English was the language of the classrooms. For example, Gibb in a comparative study of attitudes toward varieties of English held by professionals and tertiary level students in Korea shows that some of the subjects viewed American English as more prestigious than other varieties of English. Despite the multilingual situation in South Africa and the officialdom of 11 languages, the 9 other languages (see page 1) added to English and Afrikaans are not languages of higher education in our country.
Currently, however, there appears to be a somewhat passive acceptance of Afrikaans as a second language despite the inclusion of the nine African languages in the education curriculum. The stigmatization process can be very explicit as in a forbidden language where the use of the language is prohibited or discouraged.
DATA COLLECTION AND ANALYSIS
INTRODUCTION
THE EXPERIMENTAL APPROACH USING QUALITATIVE AND QUANTITATIVE METHODOLOGY
Hitchcock (1995:44) defines qualitative research methodology as "the systematic attempt to generate and use non-quantitative techniques..which will facilitate the understanding..everyday socio-cultural contexts of educational processes and institutions." With qualitative research, one is able to acquire ideas, views, opinions and attitudes through questionnaires, interviews and recordings. Since ideas imply values, and values involve assumptions about right and wrong, good and bad, qualitative research involves ethical issues. The researcher therefore has the responsibility to behave with professional integrity_ As a moral agent with views, opinions, values and attitudes, I do not reveal the names of the schools that have participated in this study, nor the identity of the participants.
In this study, the teacher of the control group (hereafter group C) is named Mrs. C, and the two teachers of the experimental group (hereafter group E) are named Mrs. E and Mr. E. This does not necessarily mean that Mrs. C and Mr. E are really female and male respectively .
DATA SOURCES
METHODS OF COLLECTION
- QUESTIONNAIRES
- INTERVIEWS
- RECORDING OF LESSONS
- TESTING
In the closed questions, the informant had to give the right answer for him, while in the open questions the informant had to formulate the answers. The interviews, on a one-to-one basis with the educators, were aimed at eliciting the perceptions, thoughts, attitudes and opinions of the educators towards CS in the classroom. Teachers were advised to strategically place the tape recorder in the classroom to maximize lesson capture.
The purpose of the recordings was to investigate the use of CS (or not) by teachers and students in the ESL literature classroom, the functions of CS in the ESL literature classroom, and to compare the control and experimental groups to see how each of the teachers fulfilled its activities. Test results were used by teachers for promotional purposes (see Appendix 5 for test questions).
ANALYSIS
- ANALYSIS OF DATA OBTAINED FROM INTERVIEWS
- INTERVIEWS WITH EDUCATORS
- INTERVIEWS WITH LEARNERS
Another important factor that influenced the choice of language in the classroom is the subject(s) being taught. Most of these bilinguals state that the choice of code in the classroom is a matter of personal preference. Reasons cited by those who resort to CS in the classroom include the following:
Students indicate that they use CS with their friends more often, especially in class. What is your reaction to your students switching from one language to another in the classroom?
CONCLUSION
An analysis of interviews with educators and learners from the two schools of this study clearly indicates that CS is a norm in the classroom. This seems to imply that in the Afrikaans classroom, while it is acceptable to switch to English, switching to Zulu is a linguistic behavior to be frowned upon. Despite the favorable attitude towards CS in general, there appears to be a desire to minimize CS and maximize the use of English in the classroom.
However, they too consider English as the language of opportunity and as one subject said, although she would use CS in the classroom, she considers CS as a corruption of pure English, adding that this is inevitable in a country like ours. Although CS is perceived positively by the majority of subjects, and an analysis of the lessons of the teacher using English-Zulu CS in the classroom will show that students' NL has an established place in the ESL classroom for English literature.
FORMS AND FUNCTIONS OF CODE-SWITCHING IN THE CLASSROOM
- INTRODUCTION
- FORMS OF CODE-SWITCHING
- FUNCTIONS OF CODE-SWITCHING
- CONCLUSION
In this case, the teacher switches to Zulu to address a specific group in her class, the girls. In the first example, the teacher uses a louder voice to direct his students' attention to a. In the second extract, the teacher repeats the child's characteristics, with some modifications.
In the second example, the teacher elaborates on the issue of promises made by people. In the first of the above examples, the teacher achieves solidarity with his pupils by a.
TEST ANALYSIS .1 INTRODUCTION
- RAW SCORES
- COMPARATIVE ANALYSIS·
- INTERPRETATION OF DATA
- CONCLUSION
We can therefore definitely conclude that: (a) Firstly, the use of the learners' NL occupies an undisputed place in the ESL literature classroom, and (b) secondly, CS, as pointed out by Peires (1994) and Goyvaerts and Zambele ( 1992), among many others, can facilitate learning in the classroom. An examination of the comparative analysis for overall performance between the groups shows that pupils from group C performed higher in the 60% and above category; 51% of Group C achieved 60% and above, and 31% in Group E achieved this. Thus, I conclude that for the given groups under study, the use of CS in the classroom does not necessarily promote scholastic achievement compared to the use of only English.
Although my results, using the t-test, show that there is no significant difference between the control group, in which only English was used in the teaching, and the experimental group, in which teachers used CS, an investigation of the functioris of CS in the classroom, discussed before this section, should be seriously considered. To conclude, I repeat that there is a need for the use of learners' NL in the classroom, more.
CODE-SWITCHING IN TERMS OF THE THEORETICAL FRAMEWORKS OF THIS STUDY
- INTRODUCTION
- GUMPERZ'S (1982) INTERACTIONAL MODEL
By making intentional shifts at strategic points in a lesson, in addition to the already largely unconscious shifts by teachers as observed in the lessons in Group E, teachers would be able to help build students' English vocabulary and improve their understanding of literary texts. A discussion of CS in the classrooms of this study, the terms Gumperz's (1982) "Interactive Model", Myers Scotton's (1993) "Marking Model", Kamwangamalu's (1998) proposal for "Code-in-Between" and Well's ( 1982) 'The reciprocal interaction model of learning', cont. In this example, due to shared knowledge, about the general purpose of dry cleaners (ie cleaning clothes), the PI is able to correctly state that "he" (Philemon) was taking the suit to be cleaned.
Another principle of Gumperz's model is that a speaker's utterance does not have to be grammatically accurate in order to meaningfully interpret the communicative intention. P Mositsi has received a card for the editor - that card has an invitation to a wedding, that wedding is taking place at Alexandra Cherrie.
Would you say that Matilda's lover! boyfriend was abrave man? Give areason
QUESTION4
CODE-SWITCHING AS A TOOL TO PRESENT UNMARKED AND MARKED CHOICES
CS as an unmarked choice, CS as a marked choice and CS as a probe choice. To recapitulate, the most salient feature of the marking model is that each variant as an unmarked medium of communication is associated with a Raset. After this brief review of this theory, I now present data illustrating CS as unmarked and marked choices.
I do not consider CS an exploratory choice as there is no evidence for such choices in my research. In Excerpt VIII, CS is used as an unmarked choice to elicit student responses, encouraging active participation and engagement in the lesson. It also offers students the opportunity to express themselves comfortably and confidently in their English, without fear of making mistakes in English.
KAMWANGAMALU'S PROPOSAL OF 'CODE-IN-BETWEEN'
In addition, Zulu as a "we-code" is also evident in the lessons of the control group. Second, in the context of my study, English can be perceived, not as a "we-code" or "them-code", but rather as an "in-between code" that enables teachers and students to fulfill their different social and pedagogical. the goals. Third, in the context of my study, the choice of CS presents a more complex role in what can be perceived as a triadic code: as an "they-code" for English monolinguals, as a "we-code" for English-Zulu bilinguals when in the presence of English monolinguals, and as "code-in-between".
Therefore, 'code-in-between' is a more appropriate description of English in the domain of the school, and undoubtedly in other formal and even informal domains. However, in the control group, the teacher does provide opportunities for collaboration and negotiation of meaning by asking provocative questions and organizing small group activities.
CONCLUSION
Finally, the principle that focuses on the use of learners' NL in the classroom has been discussed in detail in this chapter, 3.5.3 (forms and functions of CS in the classroom) and will therefore not be discussed again at this point. To conclude, my data shows that whether pupils are given opportunities for collaborative work depends on the teacher. However, the danger of group work is that, as can be seen from the recording of one group session (example appendix 3a), pupils speak almost entirely in the NL, so that very little practice of English takes place.
Furthermore, the use of CS in the classroom may be perceived by bilingual participants as a “code-in-between”. Furthermore, if learners are given opportunities to collaborate and negotiate meaning with each other, they will be better able to learn the language by using it.
CHAPTER FOUR
CONCLUSIONS AND IMPLICATIONS
4.1 . INTRODUCTION
- CONCLUSIONS
- Can CS in the classroom effectively enhance learning and scholastic achievement?
- Can learners' NL be effectively employed to promote ESL?
- To what degree does CS affect learner-teacher and learner-learner interaction?
- Does code-switching in the classroom work?
- IMPLICATIONS
- Implications for ESL teachers and teaching
- LIMITATIONS AND SUGGESTIONS
- CONCLUSION
Depriving a learner of his/her native language in the classroom means depriving him/her of the opportunity to acquire his/her L2 language proficiently. Having discussed the implications of CS for the classroom and for teaching, I will present the implications of CS for methodology, viz. Therefore, it is necessary to carefully monitor group work so that students do not talk mainly in their mother tongue.
Finally, I look at Jacobson's (1981) New Concurrent Approach (NCA) as a possible way to improve effective CS in the classroom. In conclusion, in this thesis I have shown that CS is a natural phenomenon in the educational domain of this study.
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