Chona Cabugnason-Quitevis, Negros Oriental State University (NORSU)

1. CODE-SWITCHING IN TEACHER TALKIN TERTIARY MATH, ENGLISH, AND SCIENCE COURSES:TEACHERS,’ STUDENTS,’ AND ADMINISTRATORS’ ATTITUDE TOWARDS IT Chona Cabugnason-Quitevis, Negros Oriental State University (NORSU) Gina Fontejon-Bonior, Silliman University (SU)

2. INTRODUCTION The Philippines as a multilingual country • estimated 171 languages are spoken in the Philippines (www.ethnologue.com) • Code switching as indication of our hybrid identity “When two or more languages exist in a community, speakers frequently switch from one language to another.” (Sridhar, in McKay and Hornberger, 1996, p.56) • Code switching and MTB-MLE

3. Code-switching Defined A code is a “relatively neutral conceptualization of a linguistic variety – be it a language or a dialect.” Code-switching is “the phenomena of alternating between two languages or dialects of the same language within the same conversation” (Bostepe, 2007 p. 4). Code-switching occurs when one shifts from one language to another in the course of a conversation (Parker & Riley, 1994) or in the same discourse (Numan & Carter, 2001). Code switching vs. code mixing

4. Types of Code-switching Blom and Gumperz (1972) • Situational -interlocutor/new participant, setting, topic • Metaphorical -stylistic/textual

5. Nature of Code Switching (CS) • socially and linguistically rule-governed” (Yamada, 2003, p.16) • strategic (Pascasio, 1978). • is “a developmental aspect in acquiring a second language and as a reflection of the community’s language use” (Kachru, 1990, p.62). • demonstrates identity marking (Holmes, 1992) A speaker may similarly switch to another language as “a signal of group membership and shared ethnicity with an addressee.” “speakers switch to manipulate or influence or define the situation as they wish, and to convey nuances of meaning and personal intention” (Trudgill, 2000,)

6. SIGNIFICANCE OF THE STUDY • analyzes the types and conversational functions of code-switching in teacher talk in classes at a state university in Central Visayas, Philippines. • provides insights on the use of code-switching in teacher talk in the classroom, particularly in English, Science, and Mathematics classes. • identifies the attitude of English, Science, and Mathematics teachers; students; and administrators toward the use of code-switching in the classroom.

7. RESEARCH QUESTIONS • How often do teacher respondents code-switch in their classes? • What are the types and conversational functions of code-switching in teacher talk during classroom discussion? • What are the teachers,’ students’, and administrators’ attitudes toward their use of code-switching in classroom discussions?

8. SCOPE AND DELIMITATION First year BEEd and BSEd students in the College of Education at a state university in the southern Philippines. Code-switching in Teacher talk

9. REVIEW OF RELATED STUDIES Research in the Foreign Setting • Chung (2006) examined the purposes of code-switching and how it is used as a communicative strategy between Korean-English bilinguals and found that CS functions as a communicative strategy for facilitating family communication by lowering barriers as well as by consolidating cultural identity (p.293). • Myers-Scotton (1995) found that choosing a particular language or opting to mix languages in a particular social context signals group solidarity or ethnic identity. • Mattson and Burenhult (1999) identified 3 functions (topic switch, affective functions, and repetition) of code-switching from the perspective of the teacher. • Cole (1998): “A teacher can exploit students’ previous L1 learning experience to increase their understanding of L2”.

10. Research in the Philippine Setting Five important language shifts in the Philippines (Sibayan, 2003) 1. language shift was to Arabic, with the introduction of the Muslim religion at the end of the 14th century in the southern islands of the Philippines 2. introduction of Spanish language when Spaniards came in 1565. 3. introduction of English in 1898 which has had great effects on Philippine life and thought 4. the shift to the national language which is Filipino 5. the shift to Taglish which was first called “mix-mix” in the post-World War II

11. Research in the Philippine Setting … Pascasio (1978) - analyzed tape-recorded studies of actual conversations from selected business establishments Findings: Business negotiations rely so much on communicative strategies, which includes code-switching.

12. Research in the Philippine Setting … B. Local Dinopol (1982) investigated the code-switching patterns and the sociolinguistic variables of the Cebuano-speaking high school students of Silliman University and Negros Oriental High School, Dumaguete City, Negros Oriental in their verbal interactions.

13. Research Design This study combined exploratory-qualitative-statistical and exploratory-quantitative-interpretive types of research design (Grotjan, 1988). Sources of Data • Questionnaires • Discourse Analysis of Teacher Talk in English, Science, and Math classes Respondents • Teachers • Students • Administrators

14. Research Environment • The study was conducted at one of the external campuses of a state university in Central Visayas, Philippines. • Data-gathering Instrument Tape recorder and questionnaire • Data-gathering Procedure Audio recording of classroom discussions done by teachers was analyzed and transcribed. Member checking and debriefing were done to ensure the reliability and validity of the analysis of CS functions.

15. Comparison of Turns Taken by the Teachers and the Frequency of Code-switching

16. Conversational Functions of CS

17. Conversational Functions of CS (Top 5)

18. Conversational Functions of CS

19. Teachers’ Attitude toward Code-switching (English and Cebuano) in the Classroom

20. Students’ Attitude toward Code-switching (English and Cebuano) in the Classroom

21. Administrators’ Attitude toward the Use of English and Cebuano in the Classroom

22. SUMMARYOF FINDINGS

23. SUMMARYOF FINDINGS

24. CONCLUSION • Code-switching from English to Cebuano is prevalent in the classes observed. • Teachers code-switched for pedagogical and social purposes, i.e., code-switching marks the identity of both teachers and students and establishes solidarity. • Students, teachers, and administrators agree on the use of English and Cebuano in the classroom and have positive attitude toward CS in the classroom.

25. Implications & Recommendations • The place of “English only” approach to teaching vs. the role of CS in our classrooms • The need to replicate this study • The need to conduct experimental studies that focus on correlating learning gains when content courses such as science and mathematics classes are conducted in English only and those where CS is used.

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27. REFERENCES Gardner & Lambert (1985). Language attitudes, motivation, and standards In S.L. McKay & N. Hornberger, N. (Eds.) (1996).Sociolinguistics and language teaching. United Kingdom: Cambridge University Press. Gonzales, A. & Sibayan, B. (Eds.) (1993). Evaluating bilingual education in the Philippines. Quezon City: Rex Book Store. Hatch, E. (1992). Discourse and language education. United Kingdom: Cambridge University Press. Herrera, S. & Murry, K. (2005) Mastering ESL and bilingual methods. Differentiated instruction for culturally and linguistically diverse (CLD) students. MA: Pearson Education, Inc. Holes, J. (1992). An introduction to sociolinguistics. London: Longman Publishing Hornberger (Eds.) (1996).Sociolinguistics and language teaching. United Kingdom: Cambridge University Press. Hymes, D. & Gumperz, J. (Eds.) (1972). Directions in sociolinguistics: The ethnography of communication. New York: Holt, Rinehart and Winston .

28. REFERENCES Jaworski, A. & Coupland, N. (Eds.) (1999). The discourse reader. London: Routledge Kachru, B.(1986). The alchemy of English. U.S.A.: Pergamon Press Smith (1993). Language attitudes, motivation and standards In S. L. McKay & N. Hornberger, N. (Eds.),Sociolinguistics and language teaching. United Kingdom: Cambridge University Press. Sridhar, K.(1996). Societal multilingualism. In S. L. McKay & N. Hornberger, N. (Eds.),Sociolinguistics and language teaching(pp. 47-70). United Kingdom: Cambridge University Press. Trudgill, P. 2000. Sociolinguistics. London: Penguin Urdan, T.(2005). Statistics in plain English. New Jersey: Lawrence Erlbaum Associates, Inc. Wiley,T. (1996). Language planning and policy. In S. L. McKay & N. Hornberger, N. (Eds.),Sociolinguistics and language teaching(pp.103-148). United Kingdom: Cambridge University Press.

29. REFERENCES B. Journals Alberca, W.L. (1994, June & December). English language teaching in the Philippines during the early American period: Lessons from the Thomasites. Philippine Journal of Linguistics, 25 (1-2), 56 Cole, S .1998. The Use of L1 in Communicative English Classrooms. The Language Teacher, 22:11-13 McFarland, C.(1994, June & December). Subgrouping and number of the Philippine languages or how many Philippine languages are there?Philippine Journal of Linguistics, 25 (1-2), 77 McKeon, D. (1996, July-August). How children learn and use language In Gonzales, A. (2003) The Teacher, 2 (4), 6 Rionda, C. (1996, July-August). New directions in applied linguistics: Implications for language learning and teaching.The Teacher, 2 (4), 18 Sibayan, B. (1997, July) Did you know. The Philippine Journal of Education, 76(2), 52 Sibayan, B.(1998, December). Some facts worth knowing about English and Filipino.The Philippine Journal of Education, 77(7), 293

30. REFERENCES Sibayan, B.(2003, February).Five big language shifts. The Philippine Journal of Education, 81(9), 388 Yamada, E. In and out of two languages: Acquisition of code-switching by Filipino bilingual children. The ACELT Journal, 7 (1),16. C. Electronic Sources Antonio, R. (2004). Educating Filipinos on English language. Retrieved August 20, 2007 fromhttp://www.mb.com.ph/issues/2004/09/8/ MTNN2004091818708.html Boztope, E.(2007). Issues in code-switching: Competing theories and models. Retrieved October 12, 2007 from Chung, H. (2006). Code-switching as a communicative strategy: A case study of Korean- English bilinguals. Retrieved October 1, 2007 from http://brj.asu.edu/vo130_no2/art3.pdf Demo, D. (2001). Discourse analysis for language teachers. Retrieved July 5, 2007 from http: www.cal.org/ ERICCLL Encarta Dictionaries 2007.

31. Thank you for joining us in this dialogue on the use and conversational functions of CS in teacher talk and the teachers’, students’, and administrators attitude towards it. You may contact us for further discussion on this subject. MS. CHONA R. CABUGNASON-QUITEVIS, NEGROS ORIENTAL STATE UNIVERSITY, BAIS CITY chonaquitevis@yahoo.com (09186593655) PROF. GINA A. FONTEJON-BONIOR, SILLIMAN UNIVERSITY, DUMAGUETE CITY ginabonior@gmail.com (Mobile:09173141344) TO GOD BE THE GLORY!