scholarly journals FUNCTION OF CODE SWITCHING USED IN TEACHER’S TALK OF SMA EL-SHADAI MAGELANG IN THE SCHOOL YEAR OF 2017/2018

Author(s):  
Rivan Indra Praditya ◽  
Keyword(s):  
2013 ◽  
Vol 13 (1) ◽  
Author(s):  
Allan D. Tipan

The study attempted to describe the factors affecting the sociolinguistic andstrategic competencies in English among teachers in Higher Education Institutionsin Lipa City and determine the relationship between the demographic characteristicsand their assessments. The study was done during the school year 2010-2011. ThreeHigher Education Institutions in Lipa City were selected as the research locale. Totalenumeration was used as sampling for the study. Both quantitative and qualitativeresearch methods were employed. The respondents agreed that the factors of contextof acquisition, accommodating speech norms and code switching, degree of contactwith second language users and level of confidence affect their sociolinguisticcompetence. Likewise, they also agreed that the factors of questioning skills and useof non-verbal communication affect their strategic competencies. Variations in termsof the relationships of different demographic characteristics and their sociolinguisticand strategic competencies were also established. A general sense, the teachers’diverse characteristics generated different points of view on how the factors affecttheir competencies. This led to the conclusion that they are the ones responsible why the factors influence their competencies. They should be the ones responsible for affecting culture and not culture to affect their language competencies. It is of greatimportance that teachers should take the initiative to study and systematically use thecompetencies which they can work on. HEI administrators should offer professionaldevelopment seminars as these are necessary for the effective use of the teachers’competencies.Keywords: competency, sociolinguistic competence, strategic competency,context of acquisition, code switching, confidence questioning skills, non-verbalcommunication


2021 ◽  
Author(s):  
Prodi_PGMI FTIK IAIN Palopo

The research aims to find out the form of code switching, code mixing, and the factors that influence the communication of grade 1a Madrasah Ibtidaiyah Private Private Datok Sulaiman Palopo City. This type of research uses descriptive qualitative, problems related to teacher and student communication during the learning process that uses code switching and code mixing. The subject of the study was the teacher 1a grade Madrasah Ibtidaiyah Private Datok Sulaiman Palopo City in the 2019/2020 school year, while the object of this research was the mixing of Indonesian and regional languages in teacher communication. The results of this study are a form of code switching in teacher communication using formal and informal languages and the relationship between languages from Indonesian to regional languages or vice versa. The existence of mixed forms of code in teacher communication in the form of words and phrases. The factors that cause code switching and code mixing through speakers or interlocutors, the presence of a third party, changes in the formal situation to informal or vice versa, and changes in the topic of conversation.


2021 ◽  
Author(s):  
Prodi_PGMI FTIK IAIN Palopo

The research aims to find out the form of code switching, code mixing, and the factors that influence the communication of grade 1a Madrasah Ibtidaiyah Private Private Datok Sulaiman Palopo City. This type of research uses descriptive qualitative, problems related to teacher and student communication during the learning process that uses code switching and code mixing. The subject of the study was the teacher 1a grade Madrasah Ibtidaiyah Private Datok Sulaiman Palopo City in the 2019/2020 school year, while the object of this research was the mixing of Indonesian and regional languages in teacher communication. The results of this study are a form of code switching in teacher communication using formal and informal languages and the relationship between languages from Indonesian to regional languages or vice versa. The existence of mixed forms of code in teacher communication in the form of words and phrases. The factors that cause code switching and code mixing through speakers or interlocutors, the presence of a third party, changes in the formal situation to informal or vice versa, and changes in the topic of conversation.


2021 ◽  
Author(s):  
Prodi_PGMI FTIK IAIN Palopo

The research aims to find out the form of code switching, code mixing, and the factors that influence the communication of grade 1a Madrasah Ibtidaiyah Private Private Datok Sulaiman Palopo City. This type of research uses descriptive qualitative, problems related to teacher and student communication during the learning process that uses code switching and code mixing. The subject of the study was the teacher 1a grade Madrasah Ibtidaiyah Private Datok Sulaiman Palopo City in the 2019/2020 school year, while the object of this research was the mixing of Indonesian and regional languages in teacher communication. The results of this study are a form of code switching in teacher communication using formal and informal languages and the relationship between languages from Indonesian to regional languages or vice versa. The existence of mixed forms of code in teacher communication in the form of words and phrases. The factors that cause code switching and code mixing through speakers or interlocutors, the presence of a third party, changes in the formal situation to informal or vice versa, and changes in the topic of conversation.


2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.


2020 ◽  
Vol 63 (6) ◽  
pp. 1947-1957
Author(s):  
Alexandra Hollo ◽  
Johanna L. Staubitz ◽  
Jason C. Chow

Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.


ASHA Leader ◽  
2018 ◽  
Vol 23 (8) ◽  
pp. 36-37
Author(s):  
Stacey Ellison Glasgow
Keyword(s):  

Author(s):  
Penelope Gardner-Chloros
Keyword(s):  

2018 ◽  
Vol 68 (2) ◽  
pp. 498-516
Author(s):  
Neil O'Sullivan

Of the hundreds of Greek common nouns and adjectives preserved in our MSS of Cicero, about three dozen are found written in the Latin alphabet as well as in the Greek. So we find, alongside συμπάθεια, also sympathia, and ἱστορικός as well as historicus. This sort of variation has been termed alphabet-switching; it has received little attention in connection with Cicero, even though it is relevant to subjects of current interest such as his bilingualism and the role of code-switching and loanwords in his works. Rather than addressing these issues directly, this discussion sets out information about the way in which the words are written in our surviving MSS of Cicero and takes further some recent work on the presentation of Greek words in Latin texts. It argues that, for the most part, coherent patterns and explanations can be found in the alphabetic choices exhibited by them, or at least by the earliest of them when there is conflict in the paradosis, and that this coherence is evidence for a generally reliable transmission of Cicero's original choices. While a lack of coherence might indicate unreliable transmission, or even an indifference on Cicero's part, a consistent pattern can only really be explained as an accurate record of coherent alphabet choice made by Cicero when writing Greek words.


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