Mga Salik na Nakaaapekto sa Paggamit ng Code-Switching ng mga Guro sa Pagtuturo

Malayang Baryabol

 Kasarian
 Lokasyon
 Katayuang sosyal
 Paksang Pinag-uusapan
 Gawi sa paggamit

Di-Malayang Baryabol

Code-switching

 Filipino
 Ingles

Paglalahad ng Suliranin

1. Ano ang profyl ng mga tagasagot batay sa:

a. Edad
b. Kasarian
c. Espesyalisasyon
2. Ano ang pananaw ng mga tagasagot sa sumusunod na salik:
a. Kasarian
b. Lokasyon
c. Katayuang sosyal
d. Paksang Pinag-uusapan
e. Gawi sa paggamit
3. Ano ang lebel ng paggamit ng tagasagot sa sumusunod na wika:
a. Filipino
b. Ingles
c. Filipino at Ingles
4. May mahalaga bang pagkakaugnay ang paggamit ng
5. Ano ang epekto ng paggamit ng mga guro ng code-switching sa pagtuturo?
6. Ano ang rason ng mga tagasagot sa paggamit ng code-switching?

Salik na Nakaaapekto sa Paggamit ng mga Guro ng Code-switching sa Pagtuturo

Malayang Baryabol

Rason sa Paggamit ng Code-Switching

 Kawalang-kakayanan sa paggamit ng pangalawang lenggwahe

 Mas madaling magsalita gamit ang unang lenggwahe
 Upang maiwasan ang pagkakamali
 Hindi pamilyar sa kahulugan ng salita sa pangalawang lenggwahe
 Mabilis na maunawaan ng kausap

Di-Malayang Baryabol

 Pagtuturo

Paglalahad ng Suliranin

1.

Related Studies

1. a person switches from Russian into English and vice versa to demonstrate

his or her bilingual and bicultural identity; clarify and emphasize the idea; separate

facts from feelings; achieve a certain dramatic effect, and to gain the language

economy.

Related literature

In university classrooms, code switching comes into use in both the teachers’ and the students’
discourse. (Sert, 2006). ESL teachers, linguistics and researchers believe that code switching is not
necessarily a blockage or deficiency in learning a language.

Sert, O. 2006. The factors of code switching in ELT classrooms. The Internet TESL Journal.
Retrieved March 4, 2008 from http://itesli.org/Articles/Sert-CodeSwitching.html

Research findings have indicated that one of the major factors of code switching is that elements of the
other language convey the meaning of the intended idea more accurately (Gumperz, 2004)
 Gumperz, J. (Ed.) (1982). Language and social identity. Cambridge: CUP. From Bista, Krishna.
Factors of Code Switching Among Bilingual English Students in the University Classroom: A survey

In socio-linguistic analysis, participants showed various responses regarding the factors of code
switching. Many of them agreed with the options mentioned in the questionnaire. However, some the
participants responded to the factors of code switching in different perspectives. Both views of code
switching factors are considered in this study. Factors affecting code switching suggested in the
questionnaire include: a) No similar words in English b) Did not know the English word c) To fill the gap
in speaking d) Easier to speak in own language e) To avoid misunderstanding f) To convey intimacy g) So
others would not understand (Privacy) h) To add emphasis i) Other reasons

In the Philippines, some inexplicit calls have been made to this effect. For example, according
to Sibayan (1985), Dr. Ponciano B. Pineda, the former Director of the Surian ng Wikang
Pambansa, had encouraged the mixing of English and Filipino because this helps towards the growth
and intellectualization of the Filipino language. More recently, in his assessment of the prospects for
bilingual education in the Philippines, Gonzalez (1999:13) calls for “maximum flexibility in the
media of instruction, flexibility not only in the medium of instruction across the curriculum, but
flexibility in traching and the offering of choices to parents and children.” Although, Gonzalez does
not explicitly advocate the use of code-switching in schools, the spirit of his plea seems to suggest that
he will have no problems if students and teachers code-switch as they attempt to collaboratively
construct their understanding of the various knowledge and skills that the curricula have defined.