Use of Code-Switching in Multilingual Content Subject and Language Classrooms

Autor/inn/en	Gwee, Susan; Saravanan, Vanithamani
Titel	Use of Code-Switching in Multilingual Content Subject and Language Classrooms
Quelle	In: International Journal of Multilingualism, 15 (2018) 2, S.117-134 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gwee, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2016.1181634
Schlagwörter	Code Switching (Language); Grade 5; Language of Instruction; Student Diversity; Multilingualism; Lesson Observation Criteria; Transcripts (Written Records); Science Education; Mathematics Education; Social Studies; English (Second Language); Nonstandard Dialects; Classroom Techniques; Interpersonal Relationship; Scaffolding (Teaching Technique); Instructional Effectiveness; Foreign Countries; Statistical Analysis; Singapore + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Unterrichtsmitschau; Naturwissenschaftliche Bildung; Mathematische Bildung; Gemeinschaftskunde; English as second language; English; Second Language; Englisch als Zweitsprache; Klassenführung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Unterrichtserfolg; Ausland; Statistische Analyse; Singapur
Abstract	Research literature has shown that teachers code-switched to a language which is not the medium of instruction to help students understand subject matter and establish interpersonal relations with them. However, little is known about the extent to which teachers code-switch in content subject classrooms compared to language classrooms. Using substantial data taken from a larger study, this paper examined the extent to which teachers code-switched in both content subject and language Grade 5 multilingual classrooms in Singapore and the code-switching functions used. The data for this study accounted for 23.6% of the lessons observed in the larger study and comprised 91 transcripts of science, mathematics, social studies, and English lessons. The data from the transcripts were tagged for the analysis of teachers' use of the non-standard English dialect, Singapore Colloquial English, for the broad functions of "curriculum access," "classroom management," and "interpersonal relations" and their sub-functions. Grade 5 teachers were found to use the non-standard English dialect more often for "curriculum access" than for "classroom management." Content subject teachers code-switched more frequently than language teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01