In Chap Sam Lim and Norma Presmeg’s (2010) study on bilingualism in Malaysian Chinese primary schools, they discuss a major teaching dilemma caused by language policies that require mathematics and science to be taught in English instead of Chinese, Malay or Tamil. Supported by the Vygotskian sociocultural perspective, they analyzed video transcripts and teacher interview transcripts from one national-type Chinese primary school to: (1) identify the roles and purposes of language used in each type of discourse, and (2) identify when and why language switches (code-switching) occurred for each type of discourse (p. 147).
Code-switching refers to the alternation between two or more languages in one utterance, as described by Baker (1993). Lim and Presmeg (2010) found that teachers code-switched for several reasons, primarily to enhance students’ practice of the language of learning, but mainly to ensure students understood the content. In their conclusion, Lim and Presmeg (2010) highlighted the dilemma and effectiveness of teaching mathematics bilingually versus monolingually. They found that students preferred English as the main language of instruction, despite difficulties with proficiency. Both teachers and students were found to lack confidence in their English language skills, which was reflected in their pedagogical decisions. Further research is needed to explore the relationship between mathematical achievement and bilingual teaching.
Stop #1:
Quotation: “Setati (1998) also observed hat code-switching became prevalent when second language pupils were encouraged to construct their own matheamtical understanding and to communicate mathematically.” (p.143)
Explanation: This observation reflects the reality and sometimes inevitability of code-switching among second-language pupils. The use of students’ home language alongside the target language of learning can make content more accessible and facilitate deeper comprehension. I recall when teaching in Montreal, I would code-switch to French to facilitate learning with my Francophone students. Later in this paper, a teacher remarks on the lack of an environment or culture that promoted the use of English in students’ everyday lives (p. 158). This made me reflect on how my students lived in a predominantly French-speaking environment, and how I subconsciously used this cultural context to code-switch to their daily language instead of English.
Question: What has been your experience with code-switching in the classroom, and how do you think it has impacted your students' understanding and engagement with the material?
Stop #2:
Quotation: “ Interestingly, interviews with pupils suggested that, even though pupils admitted that they were not so good at English, many of them preferred the PPSMI policy to continue. The two main reasons were (1) the importance of English for their future careers and (2) for their future studies such that they can cope well with their mathematics lessons in secondary school, which they understand will be in English, all the way to university.” (p. 158-159)
Explanation: This quote reveals a complex dynamic where students acknowledge their struggles with English but also recognize the long-term benefits and necessity of English proficiency, particularly in academic contexts. Despite the challenges they face, the pressure to align with global or national educational standards outweighs their immediate difficulties with language proficiency.
This makes me think about how English is positioned as a tool of power, social mobility, and access to higher education. From a critical post-colonial perspective, I see English as an extension of colonial legacy. My concern is that native languages (in this study, Chinese, Tamil, and Malay) are often marginalized, while English continues to be regarded as a symbol of power and prestige.
Question: What strategies can educators use to promote linguistic equity in the classroom while balancing the demands of global education standards and students' native languages?
Hi Anna,
ReplyDeleteThank you so much for sharing your idea. In my experience, code-switching is a natural and effective tool in the classroom, especially when teaching students who are not fully proficient in English. I can relate it with my childhood experience. Even though I studied in an English Medium school, I am comfortable in using my native language Malayalam, while doing arithmetic operations. This helps me to understand how switching between languages can help students grasp difficult concepts. When students struggle with mathematical operations or problem-solving techniques, performing within their own language can make things clearer and more confident. But I also encourage them to employ English gradually so that they develop skills, which are important for their future study and professional life.
In my opinion, it might be difficult to promote linguistic equity and fulfill universal education standards, particularly if the students have various mother languages. To facilitate learning, a bilingual approach can be adopted in which the important terms are stated in English but clarified in the mother language of the students wherever necessary. This could potentially make tough topics more comprehensible for them as well as boost their confidence in communicating. One of the difficulties that teachers will encounter is the fact that they are not proficient in all languages that students use. In that case, visual aids, gestures, and peer assistance can help. Providing space for discussion both in English and in students’ home languages and utilizing bilingual materials can also aid comprehension. Although higher education demand English, the native languages need not be neglected since they form part of the identity as well as the thought process of the students.
Hello Anna, how has your day being, after going through your summary and stops, I. am convinced beyond reasonable doubt that code-switching is vital tool especially in a multilingual classroom. While going through the content of last week article, it actually brought to my memory the day I was waiting for my colleague who was having a Yoruba class in Federal Government Girls College ,where I previously taught .While waiting for my Mathematics period to commence i overheard her teaching the students types of marriage in Yoruba Language, since English was the LOLT she had to code -switch with the Yoruba language so that her students could understand. I even enjoyed the class discussion because it was inclusive
ReplyDeleteIn my opinion I think that to promote a linguistic equity in the classroom the teacher can encourage peer group work, use differentiated instructions (i.e. using methods that will accommodate all the learners needs), I also advice the use of culturally relevant materials as well as language support services such like language laboratory.