Analysis on Code Switching Manifested by Filipino High School Teachers
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Diversitas Journal |
Texto Completo: | https://diversitasjournal.com.br/diversitas_journal/article/view/2669 |
Resumo: | The Philippines as an archipelago is a multilingual community, thus, analyzing discourses are advantageous to its scholars. Hence, the researchers extracted the respondents’ discourses in their online classes and investigated the types and patterns of code switching occurences among 9 teachers through qualitative and quantitative analyses. They adapted the typology by Poplack (1980) and Myers-Scotton (1989). Poplack classified code switching into tag, intersentential, and intrasentential but later, Myers-Scotton added intraword. In the analysis of patterns, the researchers considered Muysken’s (2000) code switching patterns namely insertion, alternation and congruent lexicalization. However, due to limitations of these patterns, only insertion is utilized, and the researchers modified it to fit the context of this study. These are Ilokolish, Taglish and Ilocotaglish – all are forms of insertion with alternate use of languages. Intrasentential code switching has the highest number of occurrence (471) among the utterances of instructors in the classroom followed by intersentential (122), tag (45) and intraword (24). As to patterns, Taglish (346) occurs most frequently among the mixed code utterances of teachers in the classroom followed by Ilocolish (186) and Ilocotaglish (57). It is therefore concluded that switching of codes with different patterns and types happen in Philippine high school classes not only by students but even by teachers. Using code switching in high school classes is found to be beneficial to both teachers and students. Thus, this paper could help teachers regardless of their subject area determine the proper context of switching. Their understanding of students’ discourses could guide them in designing their lessons toward a more effective classroom interaction which lead to quality education. |
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Analysis on Code Switching Manifested by Filipino High School TeachersTypes and patterns of Code-Switchingquality educationFilipino TeachersTaglishDiscourse TheoryThe Philippines as an archipelago is a multilingual community, thus, analyzing discourses are advantageous to its scholars. Hence, the researchers extracted the respondents’ discourses in their online classes and investigated the types and patterns of code switching occurences among 9 teachers through qualitative and quantitative analyses. They adapted the typology by Poplack (1980) and Myers-Scotton (1989). Poplack classified code switching into tag, intersentential, and intrasentential but later, Myers-Scotton added intraword. In the analysis of patterns, the researchers considered Muysken’s (2000) code switching patterns namely insertion, alternation and congruent lexicalization. However, due to limitations of these patterns, only insertion is utilized, and the researchers modified it to fit the context of this study. These are Ilokolish, Taglish and Ilocotaglish – all are forms of insertion with alternate use of languages. Intrasentential code switching has the highest number of occurrence (471) among the utterances of instructors in the classroom followed by intersentential (122), tag (45) and intraword (24). As to patterns, Taglish (346) occurs most frequently among the mixed code utterances of teachers in the classroom followed by Ilocolish (186) and Ilocotaglish (57). It is therefore concluded that switching of codes with different patterns and types happen in Philippine high school classes not only by students but even by teachers. Using code switching in high school classes is found to be beneficial to both teachers and students. Thus, this paper could help teachers regardless of their subject area determine the proper context of switching. Their understanding of students’ discourses could guide them in designing their lessons toward a more effective classroom interaction which lead to quality education.As Filipinas como arquipélago são uma comunidade multilíngue, portanto, analisar discursos é vantajoso para seus estudiosos. Assim, os pesquisadores extraíram os discursos dos entrevistados em suas aulas online e investigaram os tipos e padrões de ocorrências de troca de código entre 9 professores por meio de análises qualitativas e quantitativas. Eles adaptaram a tipologia de Poplack (1980) e Myers-Scotton (1989). Poplack classificou a troca de código em tag, intersentential e intrasentential, mas mais tarde, Myers-Scotton adicionou intraword. Na análise dos padrões, os pesquisadores consideraram os padrões de troca de código de Muysken (2000), ou seja, inserção, alternância e lexicalização congruente. No entanto, devido às limitações desses padrões, apenas a inserção é utilizada e os pesquisadores a modificaram para se adequar ao contexto deste estudo. Estes são Ilokolish, Taglish e Ilocotaglish – todos são formas de inserção com uso alternativo de idiomas. A troca de código intrasentencial tem o maior número de ocorrência (471) entre os enunciados dos instrutores em sala de aula, seguida da intersentencial (122), tag (45) e intrapalavra (24). Quanto aos padrões, o taglish (346) ocorre com mais frequência entre os códigos mistos de enunciados dos professores em sala de aula, seguido pelo ilocolês (186) e ilocotaglish (57). Conclui-se, portanto, que a troca de códigos com diferentes padrões e tipos ocorre nas aulas do ensino médio filipino não apenas pelos alunos, mas também pelos professores. O uso da alternância de código nas aulas do ensino médio é benéfico para professores e alunos. Assim, este artigo pode ajudar os professores, independentemente de sua área de estudo, a determinar o contexto adequado da mudança. Sua compreensão dos discursos dos alunos pode orientá-los a planejar suas aulas para uma interação mais eficaz em sala de aula, levando a uma educação de qualidade.Universidade Estadual de Alagoas - Eduneal2023-07-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://diversitasjournal.com.br/diversitas_journal/article/view/266910.48017/dj.v8i3.2669Diversitas Journal; Vol. 8 No. 3 (2023): Education: a look to the future; 2776-2798Diversitas Journal; Vol. 8 Núm. 3 (2023): Educación: una mirada al futuro; 2776-2798Diversitas Journal; v. 8 n. 3 (2023): Educação: um olhar para o futuro; 2776-27982525-521510.48017/dj.v8i3reponame:Diversitas Journalinstname:Universidade Estadual de Alagoas (UNEAL)instacron:UNEALenghttps://diversitasjournal.com.br/diversitas_journal/article/view/2669/2170Copyright (c) 2023 Louie Villanueva, Gamiao Berthttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessVillanueva, LouieBert, Gamiao2023-10-13T14:03:27Zoai:ojs.diversitasjournal.com.br:article/2669Revistahttps://diversitasjournal.com.br/diversitas_journal/indexPUBhttps://www.e-publicacoes.uerj.br/index.php/muralinternacional/oairevistadiversitasjournal@gmail.com2525-52152525-5215opendoar:2023-10-13T14:03:27Diversitas Journal - Universidade Estadual de Alagoas (UNEAL)false |
dc.title.none.fl_str_mv |
Analysis on Code Switching Manifested by Filipino High School Teachers |
title |
Analysis on Code Switching Manifested by Filipino High School Teachers |
spellingShingle |
Analysis on Code Switching Manifested by Filipino High School Teachers Villanueva, Louie Types and patterns of Code-Switching quality education Filipino Teachers Taglish Discourse Theory |
title_short |
Analysis on Code Switching Manifested by Filipino High School Teachers |
title_full |
Analysis on Code Switching Manifested by Filipino High School Teachers |
title_fullStr |
Analysis on Code Switching Manifested by Filipino High School Teachers |
title_full_unstemmed |
Analysis on Code Switching Manifested by Filipino High School Teachers |
title_sort |
Analysis on Code Switching Manifested by Filipino High School Teachers |
author |
Villanueva, Louie |
author_facet |
Villanueva, Louie Bert, Gamiao |
author_role |
author |
author2 |
Bert, Gamiao |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Villanueva, Louie Bert, Gamiao |
dc.subject.por.fl_str_mv |
Types and patterns of Code-Switching quality education Filipino Teachers Taglish Discourse Theory |
topic |
Types and patterns of Code-Switching quality education Filipino Teachers Taglish Discourse Theory |
description |
The Philippines as an archipelago is a multilingual community, thus, analyzing discourses are advantageous to its scholars. Hence, the researchers extracted the respondents’ discourses in their online classes and investigated the types and patterns of code switching occurences among 9 teachers through qualitative and quantitative analyses. They adapted the typology by Poplack (1980) and Myers-Scotton (1989). Poplack classified code switching into tag, intersentential, and intrasentential but later, Myers-Scotton added intraword. In the analysis of patterns, the researchers considered Muysken’s (2000) code switching patterns namely insertion, alternation and congruent lexicalization. However, due to limitations of these patterns, only insertion is utilized, and the researchers modified it to fit the context of this study. These are Ilokolish, Taglish and Ilocotaglish – all are forms of insertion with alternate use of languages. Intrasentential code switching has the highest number of occurrence (471) among the utterances of instructors in the classroom followed by intersentential (122), tag (45) and intraword (24). As to patterns, Taglish (346) occurs most frequently among the mixed code utterances of teachers in the classroom followed by Ilocolish (186) and Ilocotaglish (57). It is therefore concluded that switching of codes with different patterns and types happen in Philippine high school classes not only by students but even by teachers. Using code switching in high school classes is found to be beneficial to both teachers and students. Thus, this paper could help teachers regardless of their subject area determine the proper context of switching. Their understanding of students’ discourses could guide them in designing their lessons toward a more effective classroom interaction which lead to quality education. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-03 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://diversitasjournal.com.br/diversitas_journal/article/view/2669 10.48017/dj.v8i3.2669 |
url |
https://diversitasjournal.com.br/diversitas_journal/article/view/2669 |
identifier_str_mv |
10.48017/dj.v8i3.2669 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://diversitasjournal.com.br/diversitas_journal/article/view/2669/2170 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Louie Villanueva, Gamiao Bert https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Louie Villanueva, Gamiao Bert https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Alagoas - Eduneal |
publisher.none.fl_str_mv |
Universidade Estadual de Alagoas - Eduneal |
dc.source.none.fl_str_mv |
Diversitas Journal; Vol. 8 No. 3 (2023): Education: a look to the future; 2776-2798 Diversitas Journal; Vol. 8 Núm. 3 (2023): Educación: una mirada al futuro; 2776-2798 Diversitas Journal; v. 8 n. 3 (2023): Educação: um olhar para o futuro; 2776-2798 2525-5215 10.48017/dj.v8i3 reponame:Diversitas Journal instname:Universidade Estadual de Alagoas (UNEAL) instacron:UNEAL |
instname_str |
Universidade Estadual de Alagoas (UNEAL) |
instacron_str |
UNEAL |
institution |
UNEAL |
reponame_str |
Diversitas Journal |
collection |
Diversitas Journal |
repository.name.fl_str_mv |
Diversitas Journal - Universidade Estadual de Alagoas (UNEAL) |
repository.mail.fl_str_mv |
revistadiversitasjournal@gmail.com |
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1797051273923526656 |