Exploring the Tagalog-English Code-Switching Types Used for Mathematics Classroom Instruction

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Author: Karizza P. Bravo-Sotelo, Teach for the Philippines, Makati City, Philippines
Email: kpbravo@gmail.com
Published: March 1, 2020
https://doi.org/10.22492/ije.8.1.03

Citation: Bravo-Sotelo, K. P. (2020). Exploring the Tagalog-English Code-Switching Types Used for Mathematics Classroom Instruction. IAFOR Journal of Education: Language Learning in Education, 8(1). https://doi.org/10.22492/ije.8.1.03


Abstract

This study aimed to examine the types of Tagalog-English code-switching used in mathematics classroom discourse. Four purposively selected tertiary level math teachers in a college situated in a rural area in the Philippines were part of the study. Using a qualitative approach, data were gathered through non-participant class observations and interviews with selected math teachers and students. Syntactic analysis of code-switching types was done to categorize the Tagalog-English utterances. The findings showed that Tagalog-English intrasentential code-switching, which accounts for 58% of the code-switched utterances, was the most dominant type present in math teachers’ spoken discourse, and this was evident when math teachers had to explain math concepts and solutions, or provide examples, among others. Intersentential code-switching made up 38% of code-switched utterances, while tag switching was used very sparingly. It is recommended that the use of Tagalog-English intrasentential code-switching for math lesson delivery and content knowledge explanation be considered.

Keywords

Tagalog-English code-switching, code-switching types, intrasentential code-switching, tertiary level, math teachers