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PEDAGOGICAL FUNCTIONS OF CODE SWITCHING AMONG

ELEMENTARY TEACHERS AT ANONAS ELEMENTARY SCHOOL

Chapter 1

THE PROBLEM

Background of the Study

The advent of the educational reform implemented by the Department of

Education in the Philippines through the K to 12 Curriculum paved the birth of

the MTB-MLE program in the basic education curriculum of the country. The

drastic change in the educational system brought about different reactions from

the stakeholders particularly to the parents of the primary learners. The MTB-

MLE program or the Mother Tongue-Based Multilingual Education is not

exempted in the cynic and critical eyes of the stakeholders—parents, teachers,

administrators, and learners alike.

The implementation of the MTB-MLE program in the primary education

brought about not only crucial political and social issues but challenges as well.

There is the existence of the great debate in which language to be used bringing

into surface the issue of the superior and inferior languages. There is also the

existence of unending questions and confusion in the part of the teachers and

parents regarding the effectual acquisition of the learners of the English

language through first language instruction.

People in the educational sector are not only ones who are concerned in

the implementation of the Mother Tongue-Based Multilingual Education in the


Philippine educational system but also the linguists and scholars as well in the

sophisticated field of linguistics and pragmatics. They question under critical eyes

the different theoretical foundations of the MTB-MLE program based from the

various language theories. It is inevitable that the program is one of the subjects

of deep scrutiny of the linguists and language scholars in the country and around

the world.

One of the crucial issues in the field of linguistics concerning the K to 12

Curriculum and the implementation of the MTB-MLE program is the use of code

switching among the teachers teaching under the reformed curriculum. Different

theoretical approaches in linguistics have different perspectives in interpreting

the existence, use, and functions of code switching in language classrooms.

According to Avery (2015), there are two major views about code switching in

language teaching and learning. These are the monolingual approach and the

bilingual approach.

The monolingual approach to code switching claims that code switching is

an evidence of negative transfer between languages and is an evident

manifestation of linguistic confusion (Avery, 2015). This view is strictly

implemented and embedded in the former Philippine educational system where

Speak English Only policy in the schools are imposed to the learners and where

the first language or mother tongue is taught separately from the English

language.
On the other hand, the bilingual approach sees code switching opposite to

what monolingual approach claims it to be. Code switching is described as the

natural result of languages in contact, and that the use of the mother tongue by

the language learners is both beneficial and necessary to the effective second

language learning and acquisition (Avery, 2015). The bilingual approach is the

new pillar in which the K to 12 Curriculum based its implementation of the MTB-

MLE program in the primary level classrooms in the country.

Code switching among teachers, however, is a different matter. The use

of code switching among the elementary teachers might pose some issues in

language proficiency and mastery of the subject matter. Teachers in the

Philippines, on the other hand, must not be lamely and harshly judged for the

use of code switching in teaching English language to the primary learners. In

giving the benefit of the doubt to the teachers, one might find relevant results in

determining the different pedagogical functions of code switching in the

classroom.

It is for this primary reason that the present study is to be conducted. It

aims to determine the different pedagogical functions of code switching among

the elementary teachers in Anonas Elementary School. In this way, the

researchers might be able to find justifications and pedagogical potentials of the

use of code switching beneficial to both teachers and learners.


Statement of the Problem

This study aimed to determine the pedagogical functions of code

switching among elementary teachers of Anonas Elementary School, School Year

2018-2019.

Specifically, the following questions will be addressed by the present

study:

1. What is the profile of the respondents in terms of:

a) age;

b) highest educational attainment;

c) number of years in service;

d) languages and dialects spoken;

e) subject areas taught; and

f) attitude towards code switching?

2. What are the pedagogical functions of code switching among the

elementary teachers in terms of:

a. Building classroom rapport;

b. Compensating for a lack of comprehension;

c. Classroom management;

d. Expressing solidarity with the learners;

e. Providing instructions;

f. Encouraging student engagement; and

g. Bilingual teacher talk?


3. Is there a significant relationship between the pedagogical functions of

code switching and the profile of the respondents?

Null Hypothesis

There is no significant relationship between the pedagogical functions of

code switching and the profile of the respondents.

Significance of the Study

The results of the study might be of particular value to the following

people:

ELEMENTARY TEACHERS. The relevant findings of the present study

will provide the elementary teachers with significant foundational knowledge

about the pedagogical functions and purposes of code switching in their

profession. Further, the results of the study will serve as guide for teachers in

constructing their lesson plans, teaching materials, and other relevant teaching

aids appropriate to the pupils who are learning English as their second language.

ADMINISTRATORS. The present study will provide them with significant

findings relevant in understanding the actual scenario of the implementation of

the elementary program. Moreover, they will acquire a better understanding of

the relevance of code switching the teaching and learning processes occurring

within the confinements of the elementary classrooms. The results of the present

study will provide significant data as basis for further enhancement of the K to
12 elementary program particularly, in the enhancement of the MTB-MLE

program of the Department of Education.

CURRICULUM MAKERS. The present study will provide them with

substantial information about the relevance of code switching in teaching the

different subject areas using English as medium of instruction. Further, the study

will also provide them with significant information about the current situation of

the implementation of the MTB-MLE program of the K to 12 Basic Education

reform in the country.

FUTURE RESEARCHERS. The discoveries of this study may be of

specific incentive to researchers who might seek after a similar report. The

present study will provide them with related literature relevant to the further

exploration of the study.

Scope and Delimitation

The study will be conducted at Anonas Elementary School in the Urdaneta

City Division located at Urdaneta City, Pangasinan. The respondents of the study

are the Grade 1 to Grade 3 teachers of Anonas Elementary School comprising a

total population of 6 competent teachers. The present study will be conducted

during the School Year 2018-2019, covering the First and Second Quarter

grading periods of the school.

Code switching, in this study, was delimited only to the alternation

between the English and the identified first languages and other languages used
and spoken by the respondents in carrying out instructional delivery during the

English classes taught by the respondents.

The main focus of the study is to identify the pedagogical functions of the

code switching in teaching English as second language to the pupils studying at

Anonas Elementary School. The present study also aims to determine the

different purposes of the respondents for code switching during their

instructional delivery in English. Further, the study will also focus in finding the

significant relationship between the profile of the respondents and the

pedagogical functions of code switching in teaching the English language.

Definition of Terms

Bilingual teacher talk. Refers to the carefully planned language structures

used by teachers to communicate instructions and meaning to the learners

(Avery, 2015). In this study, however, bilingual teacher talk refers to the extent

of use of L1 and L2 by the teachers in communicating learning, negotiating

meaning, and providing ample language learning and acquisition opportunities to

the learners. It also refers to the teachers’ reflection on and monitoring of their

own use of languages.

Code switching. It is characterized as the utilization of in excess of one dialect,

assortment, or style by a speaker inside an articulation or talk, or between

various questioners or circumstances (Romaine, 1992:110). In this study, it is

the alternation of languages, that is, from English to Filipino or Mother Tongue.
Classroom management. It pertains to the wide variety of skills and

techniques that teachers use to keep students organized, orderly, focused,

attentive, on task, and academically productive during a class (Partnerships,

2014). In this study, it refers to the effective ways the teacher maintains

classroom management using his or her L1 and other additional languages to

negotiate meaning and instruction understandable to the learners.

Classroom rapport. In language teaching and learning, it refers to the

relationship between the teacher and the learners. Teachers try to build good

rapport with the learners in order to produce an environment that will help

learning (Council, 2006). Operationally, this refers to the way the teacher uses

the first language and other additional languages to establish rapport to the

learners and to communicate learning and meaning inside the classroom.

Function. It is an activity or use for which something is composed (Encarta

Dictionaries, 2009). Function, in this investigation, relates to the utilization of

code switching, for example, replying, asking, and giving cases among others.

Mother tongue. It is the language in which a person has grown up speaking

from early childhood (University, 2011). In this study, it refers to the language

used by the learners in the classroom and by the teachers as medium of

instruction based from the MTB-MLE program of the Department of Education.

MTB- MLE. It pertains to the Mother Tongue-Based Multilingual Education

implemented by the Department of Education. It refers to the formal or non-

formal education in which the learner’s mother tongue and additional languages
are used in the classroom (Education, 2013). In this study, it refers to the

program implemented to all elementary schools in Urdaneta City Division in

which the medium of instruction are the mother tongue and additional languages

used by the teachers and by the learners in the classroom.

Second Language. It refers to a language which is not a person’s native

language but which he or she use at work or at school (Collins, 2012). In this

study, it refers to the English language introduced and taught to the learners as

part of the K to 12 Curriculum.

Student engagement. It occurs when students make a psychological

investment in learning (Wikipedia, 2015). In this study, it refers to the teacher-

learner interaction during class discussions using their mother tongue, additional

languages, and the second language of the learners and of the teachers.
Reference List

Avery, T. (2015, August 13). The Pedagogical Potential of Codeswitching. Daejin University, China, China.

Collins. (2012, September 2). Collins Dictionary. Retrieved April 2, 2018, from Collins Disctionary:
https://www.collinsdictionary.com/dictionary/english/second-language

Council, B. (2006, June 15). Teaching English. Retrieved March 15, 2018, from British Council - BBC:
https://www.teachingenglish.org.uk/article/rapport

Education, D. o. (2013, December 9). K to1 2 Basic Education Curriculum: MTB-MLE Curriculum
Framework. Pasig City, Manila, Philippines.

Partnerships, G. S. (2014, November 16). Education Glossary. Retrieved March 29, 2018, from Education
Glossary: https://www.edglossary.org/classroom-management/

University, O. (2011, May 21). English Oxford Living Dictionaries. Retrieved April 5, 2018, from Oxford
Dictionaries: https://en.oxforddictionaries.com/definition/mother_tongue

Wikipedia. (2015, July 12). Wikipedia Free Dictionary. Retrieved April 1, 2018, from Wikipedia Free
Dictionary: https://en.wikipedia.org/wiki/student_engagement

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