Code Switching in Primary Mathematics Classrooms
Loading...
Date
2011-04
Authors
Neo, Klan Sen
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The medium of instruction for mathematics and science in Malaysia is English.
Available empirical research findings have shown that although Malaysian teachers
comply with the official language policy for the teaching of these two subjects, the
students' first languages (Malay, Chinese and Tamil) are still used, leading to the
phenomenon of code-switching in the classrooms. However, information about the nature
of the phenomenon of code-switching remains scarce. This study examined the issues of
what tyP.es, when, and why code-switching occurred in national and Chinese primary
mathematics classrooms in Kelantan. The teaching of mathematics in 16 classes from two
types of school was observed and video-recorded. Of the 16 classrooms, eight were from
two national schools (SK) and the other eight were from two Chinese primary schools
(SJKC). Within the four classrooms of each school, two were Standard 2 and the other
two were Standard 5. The duration of each observed class varied from half an hour to an
hour. Interviews with teachers and six students in Standard 5 from each of the
participating classes were conducted immediately after each classroom observation but
separately and consecutively. The language used in the interviews at the SK schools was
Malay, whereas at the SJKC schools, interviews were conducted in Mandarin. Each
interview was audio-recorded. All video-recorded and audio-recorded data were
transcribed verbatim. The research data showed that most primary mathematics teachers
resorted to code-switching in teaching, from the beginning to the end of the lessons. -It
was found that in mat'hematics classroom discourse, mathematics teachers at SK resorted
to code-switching to the students' first language ( 42.46%) more often than SJKC teachers
did (40.43%). Alternation of languages served as a useful communicative resource, tool and strategy. Pedagogical considerations gave rise to the use of intrasentential and
intersentensial code-switching among the teachers observed. The nine communicative
functions of language use proposed by Clark (1974) and the tentative guiding scale
developed by the researcher for assigning the Clark's communicative functional values
were found to be feasible and useful in examining the patterns and purposes of codeswitching.
Besides achieving the nine communicative functions for fulfilling the needs of
students' cognitive development, teachers occasionally code-switched to students L I to
achieve textual, conversational, affective, social and managerial purposes, such as
appealing to the literate and the illiterate (L I & L2), capturing attention, emphasizing a
point and other ends. Besides, classroom video recorded data also showed that classes
became less active when teacher used English to teach mathematics. This finding
suggests that teachers' code-switching is an important teaching strategy when dealing
with Limited English Proficient learners. Among the most important implications is
that mathematics teachers should be encouraged to use the students' L I, in
addition to the official language, as use of the students' L 1 can make teaching more
effective, and classroom discourse more relevant to students' needs, specifically through
encouraging active involvement in the learning of mathematics.
Description
Keywords
Code Switching , Mathematics