Professional Documents
Culture Documents
Jo ARTHUR
Edge Hill Unit’ersity College
INTRODUCTION
Correspondence and requests for reprints should bc sent to Jo Arthur, School of Humanities, Edge
Hill University College, St Helen’s Road, Ormskirk. Lancashire L39 4QP, England.
17
18 .I. Arthur
actors.
Accounts of the institutionalised phenomenon of recitation routines in the
context ol‘cducation in Botswana (Prophet & Kowell, 1993). and elsewhere, l’or
example in Kenya (Cleghorn. Merritt. & Obagi. 1989). have hypothcsiscd it\
origins in traditional cultural patterns of interaction. I shall argue instead. in
agreement with Ellis (1987). that it derives I’rom conventions imposed during
colonial rule, including the requirement to use a foreign language as the medium
of instruction. The final instances of teachers’ code switching from English into
Setswana which I shall cite in my view offer insights into the collusion of
teachers and pupils in mutual face-saving over the adequacy of their classroom
interaction for the achievement of teaching and learning. This collusive inter-
pretation draws on the approach to conversation analysis of McDermott and
Tylbor ( 1987) and on Chick’s (in press) analysis of teacher-dominated routines in
Zulu-English classrooms in South Africa.
Transcript 1
Transcript 2
SCHOOL 1 SCHOOL 2
(in Ikalanga-speaking area) (in Sctswana-speaking area)
Teacher A--Sctswana speaker Teacher C-Setswana speaker
Teacher B-Setswana spcakcr Teacher D-lkalanga speaker
In School I, Teacher A was a newly appointed head teacher from the south of
Botswana who claimed to know no fkalanga, whereas Teacher B. who had taught
there for several years, was married to a Kalanga and was a fluent speaker of
Ikalanga. In School 2. Teacher C claimed to know a number of second languages
in addition to English; she alone was heard during a lesson to make a few
interjections in Ikalanga, as well as several in Afrikaans. Teacher D, the only
male. made no use of his native Ikalanga. There appeared to be no clear correla-
tion between the extent of overlap between the linguistic repertoires of teacher
and pupils in any given classroom and the amount of code switching by teachers.
Teacher A was the most consistent English-user. Although Teaohcr B code
switched between Setswana and English much more frequently than Teacher A,
she was never observed using Ikalanga in the classroom. Teacher C rnadc fre-
quent use of tag switches into Setswana, mainly by appending the invariant ga ke
re? (equivalent to canonical variations on the English im’t it?) to her statements
or through the interactional particle lo a bona? (do y114 sw:~): otherwise she did
not appear to switch more than Teacher D, the native Ikalanga speaker.
Code Switching and Collusion 21
Discourse-related Switching
Although it is not the central focus of this article, it is important to acknowledge
the remarkably creative language use of teachers under such adverse conditions
as I have described. The teachers 1 observed at times used code contrast to fulfil
such pragmatic functions (Gumperz, 1982) as addressee specification, where
they wished to give encouragement or praise or reproof to individual pupils.
Code contrast also served as a framing device, typically to get pupils’ attention
when moving on to the next stage of a lesson or back to the central agenda.
Teachers thus used discourse-related code switching (Auer, 1984) in order to
provide contextualisation cues, which enabled them to refine the meanings they
conveyed to their pupils.
those in Hong Kong studied by Lin ( I990). where retention of a foreign language
as a medium has led to communication difficulties for learners. in the IWO
following sections. I shall focus in turn on each aspect of the dual role I observed
teachers to play as facilitators: how they managed and encouraged participation
by learners; and how they tried to ensure understanding.
Transcript 3
Code Switching and Collusion 23
Transcript 4
T My chart has got pictures. By just looking at those pictures what do you think
is happening there? Oh, do you want me to begin first’? I think lizards and
insects are going to school and the scorpion does not want to go to school so it is
hiding itself under a big rock because it does not want to go to school. What
5 do you think? Because we don’t think in the same way do we?
PS No
T No we don’t. Yes (Pupil’s name). What do you think is happening there‘?
PI I think that they want to choose a king
T Uhuh. You think they want to choose a king. Uhuh. What do you think’? We
10 have different thoughts. We have different thoughts. Do you mean you are not
thinking’? A ko eme rra. Tlhe mma a ko o mpolelele gore wena o bona o
Stand up, rra. Please mma tell me how you see what is
kare go a reng. Lefa e le ka Setswana mpolelele. 0 akanye sengwe fela.
going on. Even in Setswana tell me. Think of anything.
Se o ka akanyang gore go ka dirafala.
Think of any that could be happening.
Okay. What creature is this, what is it’? Yes (Pupil’s name)
15 P2 Chameleon
T It’s a chameleon. Good. It’s a chameleon.
lnt~rcompre~ension Strategies
Bilingual classrooms, as characterised by Nussbaum (I 990) are sites of exo-
lingual communication, in which the high degree of divergence between the
linguistic repertoires of the participants leads to a need for intercomprehension
strategies. of which code switching is one. Such switching is further usefully
classified by Nussbaunl as either heter~~-facilitative on the part of teachers, that
is, anticipating and intended to preempt learners’ comprehension difficulties, or
self-facilitative on the part of learners. that is, resort to the Ll to fill in gaps in
knowledge of target language vocabulary or to prevent errors. I shall discuss each
of these strategies in turn in the following sections.
In most of the lessons I observed, the main activity was whole-class teaching,
often focused on a chalkboard or wall chart picture. The dominant recitation
pattern of teacher questioning and group or individual response was one that had
become familiar to me over several years of visiting Botswana primary schools
as a teacher trainer. In describing the lessons, I find their similarity to stage
performances striking: Pupils are called upon to say their lines, by a teacher who
is not only their co-actor but fulfils a number of backstage roles such as director,
prompt, and stage manager. Cambra-Gin6 (1991), has recourse to a similar
metaphor when she described what goes on in the French-as-a-foreign-language
classrooms she observed in Catalonia. She said they were reminiscent of a film
scenario that is being rehearsed. In their study of upper primary and junior
secondary classrooms in Botswana, Fuller and Snyder (1991) referred to “the
scripts that teachers follow”, concluding that these have little to do with the age
or developmental character of their pupils.
Pupils as Performers
The questions put by teachers were overwhelmingly of the closed type. often
designed to elicit English vocabulary item-a genre of classroom language USC
described by Heath (1986) as a label quest. In cognitive terms, most questions
were undemanding, requiring merely recall of previously introduced material.
Chorus completion of teacher statements offers a kind of gap-filling exercise in
which pupils’ understanding is little probed, and the risk of their responding
unacceptably is minimised.
By contrast, where pupils were individually nominated by teachers. they were
normally expected to answer in full English sentences. and feedback on their
answers was often bedevilled by a dual focus on content on the one hand and
form on the other. Pupils at times seemed confused over which of the dual
agendas of communication and language learning is being pursued at a given
moment. In Transcript 5, from an English grammar lesson on tags, Teacher A is
finally explicit about her requirements, reinforcing her Dm‘t mww tkr r4rrcs-
riorr in line 14 with a tag-switch into Setswana.
Transcript 5
7 Good girl. The wedding will be held in Gantsi, won’t it? The wedding will be
held in Gantsi, won’t it’? People didn’t read, huh’? (Pupil’s name)
PI Yes it won’t
T Do WC say -‘Yes. it won’t”‘? The wedding is not yet held. It is still going to bc.
5 So. we say “Yes. it “‘! We arc still waiting for the wedding to come so how
do we say it? “Yes, it “? (Pupil‘s name)
P2 Ych. it is do.
[PUPILS GASP]
1 Which word words do we use to show the future? The two words that WC WC ux
to express the future?
I(! P3 Yes. it won’t
i Listen. Give me those two words that we use when WC want to express the
future tcnsc
Pi Yes, it wils
‘1. Don’t answer the question. Ke a utlwana? Give me the two words that WC use
1.~it utiil~wtoorl?
1s to cxprcss the future. that we use when WC taik about things still to happen. We
USC the two words which are ?
Code Switching and Collusion 27
Transcript 6
T When do you think this happened? Is it still happening’? Has it happened already
or in the past‘? When do you think this happened’?. ( ) somebody try, the
lizards and the insects met to choose a king. When do you think this hap-
pened?
5 (Pupil’s name)
PI It already happened
T It has already happened. When do you think it has happened‘? Let us just guess.
When do you think it has happened’? Yes (Pupil’s name)
P2 it has happened on the past
IO T Yes, in the past. In the.. this is a story that happened some years back in the
past. It can be that year. it can be some years back but it is in the past. So it is
correct to say they choose chameleon they choose chameleon‘? Is it correct to
say that?
What’s wrong with this sentence? What is it supposed to be? They choose the
15 chameleon. Yes. The the the insects and the lizards met to choose a king.
Ba ile ba tlhope chameleon but I want the correct sentence. (Pupil’s name)
They chose the chameleon
P (chose) They chose a chameleon.
T Good. It should be they chose a chameleon. They chose a chameleon.
Transcript 7
Transcript 8
‘I‘ So it is eight tenths. When you write it I know you will write tight tenths.
[MOVES TO ANOTHER CALCULATION ON THE BOARD] We get onto this
one here. This one is not tenths, it is hundreds. Oh. [LAUGHS] ~okhutshwane
ill .si1ort.
ga ke re le a itse hundreds. How do we write it here’!
xou knint
Transcript 9
T Now the roots feed the parts of the plant of the plant ga ke re?
Ps Eemm
T They keep it safe. they keep the plant firm to the ground.
Gakere, o a bona?
YOUser, don’t vou
5 Ps Yes
T We shall go outside kgantelenyana, ga ke re?
PS Eemm
T So that we can pick out the plants and see how the roots are,
ga ke re?
IO Ps Eemm
A COLLUSIVE INTERPRETATION
OF THE JOINT PERFORMANCE
Transcript 10
‘I‘ OK. good. Sit down. good. So it IIIC~~S that some people wcrc really listcnity at
me yesterday when I was telling the story. I know that you could all tell the story
if you hnd chance. ga ke re? Ga ke re rotthe re ne re ka bua, huh?
\vcJWllld tril .s~‘c’rtk./1ui,:
R Yes
5 ‘I‘ Ycc. Rut Ict u\ took at this scntcncc &I\ \cntcncc.
Tse dingwe re tla ma re di bona. They chomc ;i &am&on thq C~OOX
WC .~ilctll ,ul~ltr 0ther.vIrrtrK
7 ;I charnelcon
Transcript 11
?f kJhuh, ‘/‘had who got ten. There are only two mhm nine. ( ) rnhnl eight
Whcrc arc your hands if you have pot eight
tie, ke rile ( ). You write the ;mswcr\ in short.
Yl,.s, I .slriil
‘l‘hq are correct. Ee, tshwara jaana. Correct. (hpilsx name).
YCS, IWN \Of, ~~t~~~~,~,si~~l~~l
Code Switching and Collusion 31
5 ( ) one two three four. seven. three. mhm. Six. Okay sit down. five. Those
who got five upwards. five six seven eight nine ten Stand up. Okay sit down.
Le lona lo tla tshwara kamoso, ga ke re?
You will also understand tomorrow, won’t you?
CONCLUDING COMMENTS
In this article I have attempted to demonstrate that variation in the content and
structure of teaching and learning events across the classrooms I observed oc-
curred within a constraining framework of institutionalised and institutionalising
pressures. The familiar ease of routinised interactional patterns is one such
pressure. My experience as a teacher educator in Botswana allows me to confirm
that these patterns characterise much teaching across the curriculum, including
the teaching of Setswana as a subject. However, it is the combination of rou-
tinised teacher-dominated performances of teaching and learning with the inter-
nalised discourse rules of English-medium instruction that most powerfully
inhibits attempts by teachers and pupils to pursue more challenging and cultur-
ally congruent learning: Pupils are, in effect, prevented from meaningful and
critical engagement with the curriculum. Rowe11 and Prophet (1990) observed
similarly limited and limiting patterns of interaction in lessons in junior second-
ary schools in Botswana.
What is missing from most classroom interactions is any recognition of the beliefs
and values which students bring with them or even acknowledgement that students
have constructed cognitive schemes for interpreting the world (p. 24).
Learning of this culturally congruent kind would, I conclude, conflict with the
social values that are embodied and perpetuated through the classroom discourse
1 have investigated.
32 J. Arthur
REFERENCES
Code Switching and Collusion 33
Rubagumya, C.M. (1993). The lunguage wzluc~sqf Tunxnian secondary .school pupils: A cu.w stud>
in rhe Dar-Es-Sa/aum regim. Unpublished doctoral dissertation. Lancaster University. Lan-
caster. U.K.
Zentella, A.C. (1981). Ta bien, you could answer me en cualquier idioma: Puerto Rican code-
switching in bilingual classrooms. In R. Duran (Ed.). L&no Longuuge and Communicarive
Bc~hakmr. Norwood. NJ: Ablcx.
Normal sentence punctuation has been used as far as possible in order to make
the transcripts accessible to lay readers.
Plain font: English
Bold: Setswana
Itulics: Translution of Setswam into English
There is no translation of the following:
frequently used Setswana tags: Ga ke re?--Is it? (Are they? Do we’? etc.)
(L)o a bona?-Do you (singular o, plural lo) see?
polite forms of address for females (mma) or for males (rra)
the short responses ee (yes) and nnyaa (no). Eemm is a contracted form of Ee
mma.