Date of Publication

6-2010

Document Type

Master's Thesis

Degree Name

Master of Arts in English Language Education

Subject Categories

English Language and Literature

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

English Language Education

Thesis Adviser

Rochelle Irene G. Lucas

Defense Panel Chair

Sterling M. Plata

Defense Panel Member

Leah E. Gustilo
Alen Mateo Munoz

Abstract/Summary

Code-switching (CS) is a linguistic phenomenon that bilinguals have the ability to execute. Its occurrence is almost always spontaneous, regardless of the context. While it is considered acceptable when used in informal settings, code-switching in a formal setting such as the classroom is often questioned. ESL/EFL teachers have found that code-switching serves different purposes in the language classroom that in turn helps learners understand lessons better. Apart from ESL/EFL classrooms, code-switching has also been analyzed as it occurs in content area classrooms. Having been considered a strategy to help students in the learning process in the language classroom, it seemingly serves the same purpose in Math and Science classrooms. The present study focuses on identifying classroom situations as defined by Arends (2000) whereby code-switching is said to occur. Furthermore, the present study provides a descriptive analysis of the types, strategies and functions of code-switching in Grade Six Math and Science teachers‟ classroom discourse. The study‟s findings reveal that intrasentential code-switching is the most dominant type of code-switching in Math and Science teachers‟ discourse, having occurred in all classroom situations. This may suggest that code-switching in the classroom may go as far as switching from one language to another within a sentence, an adherence to the conventional or seemingly fixed manner of code-switching. Smooth switching as a code-switching strategy is revealed to have occurred most frequently in the data analyzed as it was present in all situations. The dominance of smooth switching possibly indicates Filipino bilinguals‟ competency in being able to manipulate the syntax of both languages, enabling them to use them interchangeably. Finally, personalization/objectivization is found to be the most dominant function present in all vii classroom situations, possibly suggesting that code-switching is likely to occur when teachers are to give casual comments or restate facts discussed in class.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG004820

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

vii, 76 leaves, 28 cm.

Keywords

Code switching (Linguistics); Bilingualism

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Embargo Period

6-2-2022

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