scholarly journals Code-switching practices in a Malaysian multilingual primary classroom from teacher’s and students’ perspectives

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Malini Devi Paramesvaran ◽  
Jia Wei Lim
Keyword(s):  
Code Switching ◽  
The Other ◽  
Classroom Observations ◽  
Individual Interview ◽  
Primary Classroom ◽  
Multilingual Students ◽  
Interview Session ◽  
Field Notes ◽  
Simple Sentences ◽  
Different Levels

This study investigates a teacher’s and three students’ perspectives on shared instances of code-switching practices in a Malaysian multilingual primary classroom. It seeks to explore and compare whether students perceive the same benefit of code-switching as the teacher does. This bridges the gap of previous studies, which mostly either focused on teachers’ or students’ perspectives on code-switching. Three 11-year-old multilingual students with different levels of English proficiencies and a multilingual teacher were selected as participants for this study. Four hours of English lessons were audio-recorded, and field notes were taken occasionally throughout classroom observations. An individual interview session was conducted with the teacher, and a group interview was conducted with the student participants. The findings showed that the teacher’s code-switching practices helped clear the students’ doubts, reinforced their learning, and encouraged student participation in English lessons. One participant shared the same perspective of code-switching as the teacher did. The other two participants, however, only found it beneficial when the teacher practised code-switching for explanations, especially when constructing simple sentences. Both of these students reported that too much repetition of some words bore them as these were previously learned words. The study concludes that not all the students rely on code-switching to assist them during English lessons.

scholarly journals A STUDY OF TEACHERS AND STUDENTS’ CODE SWITCHING IN EFL CLASSROOMS SETTING

2018 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
Muslim Muslim ◽  
H Sukiyah ◽  
Arif Rahman
Keyword(s):  
Code Switching ◽  
Target Language ◽  
Classroom Observations ◽  
Audio Recording ◽  
New Words ◽  
English Classes ◽  
Teachers And Students ◽  
Field Notes ◽  
Efl Classrooms

This study aims to investigates a phenomenon of bilingualism in which the use of Target language (English) is switched to target Indonesia, known as code switching (CS). More specifically, the study focuses on the types of CS and the functions of CS in EFL classrooms setting. The data were obtained from classroom observations through audio recording and field notes from two different English classes. The finding reveals that both the teachers and the students employed three types of CS: inter-sentential, tag-switching, and inter-sentential switching in different contexts. Furthermore, the different frequency of CS functions employed by teachers and students’ occurs both in two classes for two reasons: for social and pedagogical functions. Socially, CS in this study served as (1) conveying teacher’s admonition, (2) requesting for help, (3) helping other students, (4) commenting on the students’ unsatisfactory answers, and (5) building unofficial interaction among the students. Pedagogically, CS served to (1) explain or repeat ununderstandable utterances which has been said previously in order to help students understand it, (2) check the students’ understanding to the new words or expression introduced in the lesson, (3) translate sentence when students learn about grammatical features (4) repair self mistakes, (5) clarify teachers’ misunderstanding, and (6) initiate a question.

scholarly journals Bringing The Poster Presentation Model into Classroom

2020 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Ima Widyastuti (Scopus ID 57210281451)
Keyword(s):  
Poster Presentation ◽  
Present Model ◽  
The Other ◽  
Professional Activity ◽  
Classroom Observations ◽  
Individual Interview ◽  
Classroom Activities ◽  
English Competence ◽  
The Individual ◽  
Recent Action

Making students to speak English in a large classroom becomes a big challenge for teachers. On one hand, there is no enough time for all students speak equally. On the other hand, most students are lack of confidence and English competence. As a result, the students tend to be reluctant toward the speaking activities. There have been many research under the speaking classroom activities, however, modeling professional activity into classrooms has been rare. The recent action research on a Poster Presentation model aims to make students participate in the classroom activities actively by considering their characteristics. From the individual interview and classroom observations of the 17 passive students enrolled on the four Speaking for Academic Purposes classrooms at Sarjanawiyata Tamansiswa University, Indonesia, the researchers found that the Poster Presentation model with two rules applied, i.e. no talk no grade and interrelated questions motivated the students’ participation in the speaking classroom activities. However, the Poster Presentation model did not work on those who have never experienced in natural speaking practices before. Thus, managing the classroom using the present model brings double facets among students.

scholarly journals Investigating a scaffold to code‐switching as strategy in multilingual classrooms 

Pythagoras ◽  
2008 ◽  
Vol 0 (67) ◽  
Author(s):  
Hannatjie Vorster
Keyword(s):  
Qualitative Study ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
Code Switching ◽  
The Other ◽  
Multilingual Classrooms ◽  
Mixed Feelings ◽  
Mathematical Terminology ◽  
Different Levels ◽  
Main Language

There  is  an  urgent  need  to  find  strategies  to  assist multilingual  learners who  are  taught  by means of English as the language of teaching and learning (LoLT) in coping with subject matter, especially  as  learners  show  different  levels  of  English  proficiency. One  important  strategy  is code‐switching.  The  possibility  of  using  a  glossary,  notes  and  tests  given  in  English  and Setswana  as  scaffold  for  the  code‐switching,  was  investigated  in  a  qualitative  study.  An intervention  was  launched  in  a  region  where  the main  language  is  Setswana.  Two  schools participated in the study, one school in a rural area and the other in a township. The teaching of a geometry unit was undertaken  in which notes, a glossary and  tests  in English and Setswana were used to assist the learners. The teachers used a strategy of code‐switching. Interviews withthe  learners and  the  teachers  revealed  that  learners had a positive attitude  towards  the use of both  languages  in written work.  In contrast,  the  teachers had mixed  feelings, especially about the use of mathematical terminology in Setswana. Difficulties experienced and positive features regarding the use of new Setswana terminology are discussed.

Effect of Catfish Bone Paste on the Properties of Steamed Bread

2014 ◽  
Vol 881-883 ◽  
pp. 757-760
Author(s):  
Xiao Qing Ren ◽  
Li Zhen Ma ◽  
Xin Yi He
Keyword(s):  
Weight Loss ◽  
Specific Volume ◽  
Cell Structure ◽  
The Other ◽  
Gas Cell ◽  
A Value ◽  
Crumb Structure ◽  
Steamed Bread ◽  
Different Levels ◽  
Structure Properties

The objective of this study was to examine the effect of different levels of catfish bone paste to flour on the physicochemical, textural and crumb structure properties of steamed bread. Six different levels (0, 1, 3, 5, 7,10 %) of catfish bone paste to flour were used in the formulation of the steamed bread. The results showed that the weight loss and TTA of steamed bread decreased with an increase in the levels of the catfish bone paste. On the other hand, the pH increased with an increase in the levels of the catfish bone paste. The specific volume, hardness, chewiness and gas cell structure in the crumb of steamed bread with catfish bone paste at 5% supplementation level were better. Thus, a value of 5% catfish bone paste was considered a better level for incorporation into the steamed bread.

Open class and closed class: Sentence-imitation experiments on intrasentential code-switching

1997 ◽  
Vol 18 (3) ◽  
pp. 257-276 ◽  
Author(s):  
Shoji Azuma ◽  
Richard P. Meier
Keyword(s):  
Response Times ◽  
Code Switching ◽  
The Other ◽  
Speech Errors ◽  
Sentence Repetition ◽  
Closed Class ◽  
Sentence Imitation ◽  
Open Class ◽  
Japanese English

ABSTRACTOne of the most striking facts about exchange errors in speech is that open class items are exchanged, but closed class items are not. This article argues that a pattern analogous to that in speech errors also appears in intrasentential code-switching. Intrasentential code-switching is the alternating use of two languages in a sentence by bilinguals. Studies of the spontaneous conversation of bilinguals have supported the claim that open class items may be codeswitched, but closed class items may not. This claim was tested by two sentence repetition experiments, one with Japanese/English bilinguals and the other with Spanish/English bilinguals. The results show that the switching of closed class items caused significantly longer response times and more errors than the switching of open class items.

Distinction between Dolus and Culpa with reference to Arson in Zakon Sudnyj LJudem, the Vinodol Law and the Statute of Senj

De Jure ◽  
2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Daniel Haman ◽  
◽  
◽  
Keyword(s):  
Criminal Law ◽  
The Other ◽  
Legal Documents ◽  
The Third ◽  
Other Hand ◽  
Criminal Offenses ◽  
The World ◽  
The Difference ◽  
Different Levels ◽  
Better Than

The difference between intent (dolus) and negligence (culpa) was rarely emphasized in codified medieval laws and regulations. When compared to the legal statements related to intent, negligence was mentioned even more rarely. However, there are some laws that distinguished between the two concepts in terms of some specific crimes, such as arson. This paper draws attention to three medieval Slavic legal documents – the Zakon Sudnyj LJudem (ZSLJ), the Vinodol Law and the Statute of Senj. They are compared with reference to regulations regarding arson, with the focus being on arson as a crime committed intentionally or out of negligence. The ZSLJ as the oldest known Slavic law in the world shows some similarities with other medieval Slavic legal codes, especially in the field of criminal law, since most of the ZSLJ’s articles are related to criminal law. On the other hand, the Vinodol Law is the oldest preserved Croatian law and it is among the oldest Slavic codes in the world. It was written in 1288 in the Croatian Glagolitic script and in the Croatian Chakavian dialect. The third document – the Statute of Senj – regulated legal matters in the Croatian littoral town of Senj. It was written in 1388 – exactly a century after the Vinodol Law was proclaimed. When comparing the Vinodol Law and the Statute of Senj with the Zakon Sudnyj LJudem, there are clear differences and similarities, particularly in the field of criminal law. Within the framework of criminal offenses, the act of arson is important for making a distinction between intent and negligence. While the ZSLJ regulates different levels of guilt, the Vinodol Law makes no difference between dolus and culpa. On the other hand, the Statute of Senj strictly refers to negligence as a punishable crime. Even though the ZSLJ is almost half a millennium older than the Statute of Senj and around 400 years older than the Vinodol Law, this paper proves that the ZSLJ defines the guilt and the punishment for arson much better than the other two laws.

scholarly journals Asymmetrical cross-language phonetic interaction

2020 ◽  
Author(s):  
Geoffrey Schwartz
Keyword(s):  
Phonological Representation ◽  
The Other ◽  
Alternative Theory ◽  
L2 Acquisition ◽  
The Asymmetry ◽  
Traditional Approaches ◽  
Cross Language ◽  
Different Levels

Abstract Two acoustic studies were carried out with L1 Polish learners of English. One study examined L1 phonetic drift, comparing learners of L2 English who were undergoing intensive L2 phonetic training with quasi-monolingual Polish speakers. The other study looked at L2 acquisition, comparing learners at two different levels of proficiency. Unlike most previous studies of Polish-English bilinguals, VOT data of both voiced and voiceless consonants were analyzed. In both experiments, an asymmetry was observed by which voiced stops were more susceptible to cross-language phonetic influence (CLI) than voiceless stops. These results build on evidence of a similar asymmetry observed in a number of other L1–L2 pairings. Predictions of competing phonological models are evaluated with regard to equivalence classification and phonetic CLI. It is shown that both traditional approaches to the phonological representation of voice contrasts fail to predict the observed asymmetry. An alternative theory, which predicts the asymmetry, is discussed.

scholarly journals The Orchard Birds of an Illinois Summer

1921 ◽  
Vol 14 (1-10) ◽  
pp. 1-8
Author(s):  
Stephen Forbes ◽  
Alfred Gross
Keyword(s):  
The Other ◽  
Complete Treatment ◽  
Field Notes ◽  
The Many

The widely separated residences of the present authors, one of us living in Maine and the other in Illinois, and the many engrossing preoccupations of both, have made it impossible until now for us to have the personal conferences or to provide for the cooperation necessary to a complete treatment of our subject ; and it is with pleasure that we at last find ourselves in a position to work together through the mass of tables long ago made ready, and to avail ourselves, in their discussion, of the copious field notes and valuable reminiscenses of Professor Gross, often quite essential to an interpretation of our data. We now hope to prepare, without undue delay, a series of papers, the first of which is here presented.

scholarly journals Stem Alternation in Tłı̨chǫ Yatıì Classificatory Verbs: A Cognitive Semantic Account

2020 ◽  
Author(s):  
Hussein Al-Bataineh
Keyword(s):  
Semantic Feature ◽  
The Other ◽  
Semantic Features ◽  
Semantic Account ◽  
Documentary Sources ◽  
Feature Geometry ◽  
Cognitive Semantic ◽  
Field Notes

This paper investigates the phenomenon of ‘classificatory verbs,’ i.e., a set of motion and positional verbs that show stem alternation depending on the semantic features of one of their arguments. The data is drawn mainly from Tłı̨chǫ Yatıì Multimedia Dictionary, Nicholas Welch’s field notes, and other documentary sources of the language. Tłı̨chǫ classificatory verbs are presented and analyzed in detail. The paper argues that Tłı̨chǫ Yatıì classificatory verbs belong to four semantic subclasses and that these subclasses show a decreasing degree of stem alternations related to argument classification. The inconsistency in stem alternation is triggered by the presence or absence of some semantic features that determine the number of stem allomorphs. Locative verbs are affected by the [COMFORT] feature, and the other three sets are influenced by [TRANSFER], [INITIAL AGENTIVE] and [FINAL AGENTIVE] features. Moreover, the paper outlines a semantic feature geometry that accounts for the observed regularities in classificatory verb stems and their possible variations intra- and cross-linguistically.

scholarly journals AN ANALYSIS OF CODE SWITCHING USED BY ENGLISH TEACHER BASED ON GENDER INEQUALITY

2019 ◽  
Vol 2 (1) ◽  
pp. 48-58
Author(s):  
Chotibul Umam ◽  
Dita Sukawati ◽  
Fadilla Oktaviana
Keyword(s):  
Gender Inequality ◽  
Qualitative Method ◽  
Video Recording ◽  
Code Switching ◽  
The Other ◽  
English Teacher ◽  
Other Hand ◽  
Made In

In this research, the writer was aimed to find out the types of code switching that used by English teacher based on gender inequality and the reasons of using code switching that used by English teacher based on gender inequality. The writer was conducted case study in qualitative method. In collecting the data, the writer used observation by using video recording and interview. The result of the research shows that the writer found three types from each teacher based on gender inequality by observation. The types are inter-sentential, intra-sentential and tag switching. In the other hand, each types that used by English teacher based on gender inequality was made in number percentages, for female English teacher are inter sentential code switching 54%, intra sentential code switching 38% and tag switching 8%. Moreover, for male English teacher are inter sentential code switching 42%, intra sentential code switching 41% and tag switching 18%. In the other words, interview was used to find out the reasons that used by English teacher based on gender inequality. The reasons are talking about particular topic, repetition, Interjection and Raising status.

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