Wilkerson, (2008) believed that English as a target language in the classroom must be practiced purposely while teachers make interaction inside the classroom. Speakers often switched from the language of interaction when it comes to cultural expressions as they feel that the language will not be able to convey the intended meaning. Code-switching is an essential tool for teachers to attain teaching goals in content-based lessons involving students who lack proficiency in the instructional language. In dealing with these functions, teachers’ perspectives and students’ perspectives will be handled separately in order to reflect a wide ranging understanding of the phenomenon in educational settings. * Give the rhyming scheme and measurement of the poem.Teacher: But of course before we start, I want you to greet Assalamualaikum.Students: Waalaikumsalam.| 123456789101112|. This includes the research methods and design, role of the researcher, informants of the study, the method of data collection, and data analysis. Code switching occurs far more often in conversation than in writing.It is also called code-mixing and style-shifting. To determine the functions of the code-switching, the categories proposed in the research literature were used to examine the representative switches: mitigating and aggravating messages (Koziol, 2000), effective production (Azhar & Bahiyah, 1994), distancing strategy (David, 1999), signaling topic change (Fishman, 1972; Hoffman, 1991), dramatizing key words (Auer, 1988), framing discourse (Koike 1987) and personalizing messages (Koziol, 2000). Speakers seemed to code-switch to obviate difficulties in finding the correct referential terms in Tagalog. This exceeds the minimum requirement of ten informants for in-depth interviews according to Creswell (2007). Wouldn’t that surprise us all?”. The data present a very rich description of speakers’ use of code-switching as a personal communication strategy. He mixes the language from time to time with flexibility. Data display of Amparo (2011) was used as the model for the presentation. A major failure cause of English medium of instruction innovation is connected with the lack of understanding the students, the social action, and personnel behavior within the host educational environment. It is defined as language alteration between two languages, transferring from one language to another in the course of a conversation (Brice, p. In the classroom, code switching is inevitable where the teacher unconsciously or functionally code switch can affect the students’ language learning. Every language influence in this country has created a great impact in the formation of our language practices. On discourse, Beghetto (2007) teacher need a metaphor on how to consider the value of creativity with the pedagogical supports. According to Bautista, (2004), code switching has become another variety of language which is practiced by language teachers in order to clarify the lesson presented. The discourse-enhancing functions of code-switching have been much discussed in the literature. According to Creswell (1998), personal experiences are considered as phenomenal. But before that please answer the following questions. Furthermore, by engaging in code switching, it gives one the benefit of having a … Many kids like me have gone through code-switching… Speakers also code-switch when they want to establish relationship between them. Analysis has shown that teachers utilize different codes while teaching the same lesson and it becomes a useful teaching strategy for various purposes. The results of four studies are examined that suggest that certain codes witching strategies support English vocabulary learning and reading comprehension as instructional strategies. Sert, (20110 emphasized that “the teachers’ use of code switching is not always performed consciously; which means that the teacher is not always aware of the functions and outcomes of the code switching process. Aside from this, in order to gather the needed data, I observed and recorded a class discussions my co-teachers in UMTC. Romaine (1995, p. 143) points out that, Although it is popularly believed by bilingual speakers themselves that they mix or borrow because they do not know the term in one language or another, it is often the case that switching occurs most often for items which people know and use in both languages. Five teachers felt that Code Switching had positive effects on learners’ academic achievements. (239). Second, inter-sentential switching occurs at a clause or sentence boundary, where each clause or sentence is in one language or another. Teacher: These are my objectives for today’s lesson: * Point out the dual dimensions that enrich the poem. Code-switching is also used to reiterate messages, which are, repeating what has been said earlier in another language with the intention of making the message clearer and more understandable. (DCIDICFSPC_03). Code switching or code shifting according to Owens, (2008) is exhibited often by bilingual speakers especially when the two or more languages are used in a certain environment. First, Code switching as a Boon the is the constructive result that students perceived in their learning of the English language. 6. The phenomenon of code-switching is prevalent not just in informal setting of learning, but it is also considered as an alternative language for a particular function. Through code switching, students can have the confidence to speak and they become certain that they can acquire new knowledge because they can understand the deep significant ideas of the lesson. Code switching gives better understanding to the students in their lesson because difficult words are translated to their native language. In the textbook it says: “But code-switching is often motivated by more volatile components, such as topic, or the speaker’s attitude toward the topic, or identity creation In a communicative competence, Romaine (1989) believed that code switching can also be used to specify an addressee as the recipient of the message, although switches of this kind may be to accommodate monolingual interlocutors by switching to their language. I may have some considerations for the L2 learners wherein, Littlewood (1994) mentioned in his work that regardless the fact that the medium of instruction is English, teachers would always resort to switch to vernacular in order to convey ideas. Teacher: So whatever what my feedbacks and comments mean to you. With this phenomenon, code switching has become prevalent in the sense that it bridges the communication gap. I feel a bit, I lost my, my, ah, interest…ay… not really interest but my focus because when a teacher, when an English teacher for me, she is an English teacher, he or she should spontaneously speak English for us to changing the language. you know, whatever, dai! Third, intra-sentential switching takes place within the clause or sentence and is considered to be the most complex form of switching. We all know that the concept of apologizing or asking for forgiveness for any shortcomings at the end of any social event is the cultural norm in Philippines, particularly among the Tagalogs. Teacher: All agreed? Most people are familiar with code-switching for job interviews, speeches and maneuvering between professional and personal conversations. After transcribing the class discussion and interview, statements that relate to the topic were separated into core ideas that reflect into specific thought. This document is intended for: X Teaching staff to develop their knowledge about code switching and use the exercises to refine their own skills They are very idealistic and expects that teachers would display the best possibe English. The results of the study have shown that code-switching behavior is not random nor it is seen as a sign of linguistic deficient or inadequacy. So for me, what’s then the use of practicing it? Cole (1998) explains the three functions why teachers code-switch in the classrooms: Topic switch function – this is when educators alter his/her language according to the topic that is under discussion. As attested by Li Wei (1998, p. 156), Sociolinguistics who have studied code switching draw attention to extra-linguistic factors such as topic, setting, relationships between participants, community norms and values, and societal, political and ideological developments influencing speakers’ choice of language in conversation. The following data demonstrate how the speaker used code-switching as a strategy to compromise her own and the audience’s level of competence in Tagalog and English. We aremore eager to learn rather than not being interested because for me, in my idea, ah, in order for a student to learn, in order to be successful, we have to, like, what we are doing, to what we are listening to. When English medium instruction is introduced, which bear only little relationship to students’ previous experience and perceptions, the students undergo educational shock as well as cultural shock. But as a second language, there are ways in which communication flows spontaneously. Raagas (2010) emphasized that through in-depth interview, there would be more in-depth, representation, efficacy, efficiency, and value. I begin to feel discomfited and superficial and, almost certainly, my friend gets to share this impression. According to Cook’s (1991) view of code switching is “to enable teachers to conduct the course even if the L2 proficiency of the students is low.” The use of code switching in the classroom would impart for a bilingual norm by means of which code switching is apparently an acceptable method of communication because it gives another method in second language teaching. These are the Code switching as a Boon and Code switching as a Bane. In order to connect to conversations, Muthusamy, (2004) discussed the communicative functions of code switching and also the sociolinguistic, cultural and pedagogic reasons for code switching in the Malaysian context. This supports the idea of Atkinson (2012) which contends that the potential of the mother tongue as a classroom resource is so great that its role should merit considerable attention and discussion in any attempt to develop. In general, the students do not find teacher’s code switching effective because spontaneity of speaking the English language is hindered. This study was delimited on investigating the how code-switching is used as a device to achieve the communicative intents and serve certain functions in a conversation and perspectives of the high school students towards teacher’s code switching practices inside their classrooms. The work of Suzzaine (1989) cited the attitudes towards code switching. For reason of clarity, I wish to define terms I used in my study: It is the practice in Islam that when someone greets a person that it is compulsory for that person to give his or her reply. Advantages And Disadvantages Of Code Switching. In a qualitative study conducted by Haomban (2008) it reveals that Code switching data of a particular speech community is made more accountable by showing the connection between how a conversational context is shaped by its participants and the linguistic, grammatical structures the participants employ or call upon to achieve such conversational goals. In summary, teachers is considered as an expert for student’s immediate disposal. In here, they can expond their ideas without being interrupted with their handicap of not being spontaneous in English. They perceived code switching as useful regarding various functions that served Iranian EFL classrooms. * Distinguish the different figures of speech found the poem. This prompted the speaker to switch from English to Tagalog. Raagas (2010) emphasized that this design would look into the multiple perspective of the situation and make generalizations of what is something like. The other 10 informants participated in the journal which served as the written document in which they recorded their observations inside the classroom during the English and Literature class. Instead of creating a new word with a second language material, a speaker may opt to use a word from his own native tongue. Gumperz (1982) suggested that linguists look at code switching as a discourse mode, or a communicative option which is available to bilingual member of the speech community on much the same basis as switching between styles or dialects is an option for the monolingual speaker. Kan-Laon. What about our friends at the back? Then and Ting (2009) examined the functions of teacher’s code switching in secondary school English and science classrooms in Malaysia, where English has recently been implemented as the language of instruction for science. Fill a linguistic need for lexical item, set phrase, discourse marker, or sentence filler. So we must not feel like we’re so hopeless because others possess with lots of skills and talents coz uhmmm what matters most is that lahat tayo ay pantay-pantay sa mata ng Diyos. These participants were Literature and English Language students from different colleges of who have represented voices from the whole class. Code-switching is a phenomenon that exists in bilingual societies where people have the opportunity to use two or more languages to communicate. However, the tendency to repeat the instruction in native language may lead to some undesired student behaviours. In this quest of seeking the important information, the following qualitative research questions were answered: * How code-switching is used as a device to achieve the communicative intents in a conversation of a bilingual classroom? Silverman, (2007) added that the written document observed by the informants and the responses of this interview can be triangulated. From the in-depth interview and the journal of the informants, perception of students on teachers’ code switching English language resulted into implies two outcomes: Code switching as a Boon and Code switching as a Bane. Researchers may also benefit through the findings where they can relate to their quest of discovering in depth knowledge about the phenomenology of code switching. First, this may be a support for the preservation of the first language while the second language is acquired or learned. In summary, code switching in the classroom works for instructional purposes from elementary school to college which was used as a successful method for teaching standard English. In this study, the college students of University of Mindanao – Tagum Campus are the informants who have experienced directly with their teacher’s code switching inside the classroom. ( Log Out /  1. They argued that Code Switching enhanced learners’ learning of the English language, improved the way learners answered questions, and that it enhanced teaching and learning of English as a second Apparently, this strategy is most probably to succeed in circumstances where the listener has the awareness of the native speaker’s language. (UGRU Journal 2010), Findings showed that there was a strong support amongst teachers in facilitating intensive English classes prior to the beginning of their course. Written Documents: Raagas, (2010) suggested that throughout the data collection period, a participant will be asked to record his observations and keep a journal of his daily experiences inside the classroom. Through allowing the students to express in their own words, discourse creativity can be maximized by students. This is a dynamic aspect off the communicative process and not just a portion of communicative resources of a bilingual selection. * What are the perceptions of students on teachers’ code switching in learning English language? My desire to obtain the student’s acuity of code switching in the classroom setting has directed me to use the phenomenological study. It also helps solidify a congenial and supportive relationship between students and teacher. In other words, it is the use of language to act as a mediator between self and participants in the communicative event. (Before I explain I asked permission first if it would be fine to use tagalog-English in explaining so that I could express my ideas in mind.) Part of the conclusion agrees with recent research in encouraging teachers to allow conversational code switches while expecting students to produce monolingual spoken and written texts. Discussed in this chapter is the methodology used in this study. The data present a very rich description of speakers’ use of code-switching as a personal communication strategy. Studies have also shown that speakers code-switch to reiterate or emphasize a point (Gal 1979). In the case study of Bauer (2000) it shows the case of Elena’s different levels of code switching which offered several explanations for the different codeswitching patterns across the reading events (demand of the text, encoding of text, influence of reader’s style, and child’s goal). English language is a medium that every educated person has to learn because this has been used globally. This just shows that code-switching in the university classroom is both inevitable and necessary. (Singh, 1987) In discourse, especially the flow of the language, the speaker try to connect the missing word through mixing the native language. The direction of the language switch from English to Bahasa Malaysia as well as the proportion of teacher talk in English suggests that the base language for teaching is still English, even for the science lesson, and code-switching is a necessary tool for teachers to achieve teaching goals in content-based lessons involving students who lack proficiency in the instructional language. Fotos (1990) found similar findings in her study on Japanese-English conversational switching among bilinguals. So, that means, it is for use to relate and understand. It resulted on the awareness that code switching is a versatile strategy to meet the complex communicative demands between or within generations of an immigrant family. These findings suggest that bilinguals systematically code switching but extend these findings by showing how a young bilingual systematically code switched across different contexts. The learner in school spends almost whole day and they are greatly influenced by educators who are considered as the model in encouraging the learners to speak and write English well. The teacher had used it effectively and created a significant impact as the students heard the word ‘nakakahiya’. Therefore, in some cases, it may be regarded as an automatic and unconscious behavior. What are the perceptions of students on teachers’ code switching in learning English language? Moreover, the work of Littlewood (1994) expounded that switching to one’s native language while engaged in communication when experiencing difficulty, switch code becomes a communication strategy. to more sophisticated matters like recent regional elections, history of communism in China and Buddhist religion in Tibet. Another local study conducted by Ecle (2010) on code switching practices of the faculty, the findings showed that faculty used code switching more often inside the classroom during lectures, discussions, and illustrations. This is done by framing the discourse with the use of frequent ‘ingklitiks’ in Tagalog terms like ‘o’ and ‘di ba’, and routines like ‘tama’ and ‘kuha’. 8. In this study, the journal is the written document of their observation of the teacher’s behavior, attitude and language teaching styles. I have not mastered Italian at a level that would allow me to comfortably discuss in this language Mao’s Cultural Revolution. An angry bilingual mother may say to her crying child: Enough already! In this framework of study, college students of UMTC were the informants wherein they share their voices about their English teacher’s code switching inside the classroom. It shows the ability of the speaker in both languages. 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