Professional Documents
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Chapter 4
Chapter 4
Chapter 4
This chapter deals with the presentation and discussion of the findings on the
study conducted to find out the code-switching patterns and functions at Colegio San
Agustin-Bacolod. The data are shown in different tables and figures followed by a
The following tables present the findings of the study. The same also indicates the
instructions?
CLASS A
CLASS B
CLASS C
CLASS D
SUMMARY
The data in Class A was taken from a class where the teacher started the lesson by
presenting a video clip which served as the springboard for the topic. The material
enabled the students to interact and express their ideas as well as in responding to the
teacher’s questions. The teacher of Class A incurred more switches than the students in
the during instruction phase while the students incurred more switches than the teacher
In class B, the data was taken from a teacher-centered classroom. The teacher
proceeded directly to the during instruction phase since the teacher presented a
continuation of the previous discussion from their last meeting. Overall, there was a
significant difference between the switches of the teacher compared to the students.
Meanwhile, the data from Class C was taken from a class wherein there is an
evident interaction and engagement between the teacher and the students. Compared to
other classes observed, the students in Class C incurred the most number of code-
switches which signifies the provision of opportunities for the students to engage in the
Data in Class D was taken from a class wherein the teacher is to give a quiz. In
the pre-instruction phase, the teacher gave directions regarding the quiz and set the
tasks that they are going to accomplish within the class duration. A review of the lesson
took place in the during instruction phase. After the quiz, a preview of the next lesson
was presented which was classified under the post-instruction phase. The same as the
other classes observed, the teacher in Class D incurred more number of switches
compared to students.
In general, the most number of switches recorded (309) was incurred by the
teachers in the during instruction phase while the least number of switches (28) was
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incurred by the students during the pre-instruction phase. The least number of switches
incurred by the teachers (37) was during the post instruction phase and the most
number of switches incurred by the students (74) was in the during instruction phase.
The total number of switches made by teachers from all four classes was 427
while the total number of switched made by the students was 142.
CLASS A
Phases of Instruction
Pre- During Post
Code-switching Function
instruction Instruction Instruction
a. Translation 0 0 0
b. Procedure and Directions 1 0 2
c. Clarification/Explanation 3 4 14
d. Checking Understanding 0 2 1
e. Response 6 6 24
CLASS B
Phases of Instruction
Pre- During Post
Code-switching Function
instruction Instruction Instruction
a. Translation 0 0 0
b. Procedure and Directions 0 0 0
c. Clarification/Explanation 0 134 0
d. Checking Understanding 0 2 0
e. Response 0 2 0
26
CLASS C
Phases of Instruction
Pre- During Post
Code-switching Function
instruction Instruction Instruction
a. Translation 2 0 0
b. Procedure and Directions 6 11 2
c. Clarification/Explanation 63 114 9
d. Checking Understanding 10 23 2
e. Response 14 39 2
CLASS D
Phases of Instruction
Pre- During Post
Code-switching Function
instruction Instruction Instruction
a. Translation 0 4 1
b. Procedure and Directions 0 1 0
c. Clarification/Explanation 3 26 16
d. Checking Understanding 0 1 1
e. Response 0 11 3
SUMMARY
Phases of Instruction
Pre- During Post
Code-switching Function
instruction Instruction Instruction
a. Translation 2 4 1
b. Procedure and Directions 9 16 4
c. Clarification/Explanation 69 278 39
d. Checking Understanding 10 28 11
27
e. Response 20 58 29
the pre-instruction phase, during instruction phase and post-instruction phase. There
was one (1) code-switch that functioned as procedure/direction which was incurred
during the pre-instruction phase, none for the during instruction phase and two (2) for
during instruction phase and fourteen (14) in the post-instruction phase. There was no
phase, two (2) in the during instruction phase and one (1) in the post-instruction phase.
Six (6) code-switches that functioned as responses were incurred in the pre-instruction
and during instruction phase, and twenty-four (24) in the post instruction phase.
as clarification/explanation were incurred in the pre and post instruction and phase
whereas one hundred thirty-three (133) switches were incurred in the during instruction
phase. Two (2) code-switches that functioned for checking understanding were made in
the during instruction phase and none for both pre and post instruction phase. Four (4)
phase and none for both pre and post instruction also.
the pre-instruction phase and none in both the during and post instruction phase. Six
phase, eleven (11) in the during instruction phase and two (2) in the post instruction
incurred in the pre-instruction phase, one hundred fourteen (114) in the during
instruction phase and nine (9) in the post instruction phase. There were ten (10)
twenty-three (23) in the during instruction phase and two (2) in the post-instruction
phase. Fourteen (14) code-switches that functioned as responses were incurred in the
pre-instruction phase, thirty-nine (39) in the during instruction phase and two (2) in the
post-instruction phase.
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instruction phase, four (4) in the during instruction phase and one (1) in the post-
incurred in the pre and post instruction phase, and one (1) in the during instruction
the pre-instruction phase, twenty-six (26) in the during instruction phase and sixteen
(16) in the post-instruction phase. One (1) code-switch that functioned for checking
understanding was incurred in both the during and post instruction and none for the
pre-instruction. There was also no code-switch that functioned as response in the pre-
instruction phase only, eleven (11) in the during instruction phase and three (3) in the
and students?
CLASS A
Teacher Students
Single-word 7 20
Phrase 1 11
Clause 2 6
Sentence 4 12
30
CLASS B
Teacher Students
Single-word 37 0
Phrase 50 0
Clause 53 0
Sentence 33 1
CLASS C
Teacher Students
Single-word 74 26
Phrase 69 12
Clause 44 2
Sentence 58 40
CLASS D
Teacher Students
Single-word 26 0
Phrase 10 0
Clause 9 0
Sentence 5 19
SUMMARY
Teacher Students
31
Single-word 144 46
Phrase 130 23
Clause 108 8
Sentence 100 72
Based on the summary of the data, the most frequent type of switches used by the
teachers are single-word switches in which the researchers tallied a total of one hundred
forty-four (144) single-word switches. This is followed by one hundred thirty (130)
phrase switches, one hundred eight (108) clause switches, and the least number of code-
switches recorded are the sentence switches amounting to only one hundred (100)
switches. Meanwhile on the students’ part, they have incurred seventy-two (72) sentence
switches which is the most frequent type of switch they utilized during the classroom