Competing Standpoints of Code-Switching in Classroom Instruction of the Pre-Secondary Teachers

Abstract

<p>This qualitative study aimed to analyze the types and function of code switching in classroom instruction of the pre-service secondary teachers and to investigate their different standpoints on the use of code- switching in classroom instruction. The results revealed that among the types of code- switching, intra-sentential was the most regular type used by the participant, followed by Intersentential, and the least was tag. The result further revealed that addressee specification came out to be the function that was frequently used by the participants. Reiteration came next followed by message qualification. Interjection and direct quotation were found to have very minimal instances. Personalization or objectivization was never found in the analysis in the three content areas. From the positive negative standpoints, the major themes extracted from the core- ides were interpersonal communication enhancer, lexical difficulty replacer, and lesson enhancer. For the negative standpoints, the major themes were oral communication barrier, habit, vocabulary deficiency and dependent on first language.</p><p><br /><strong>Keywords:</strong> Code- switching, intersentential, intrasentential, tag addressee specification, reiteration, message qualification, interjection, direct quotation, personalized/ objectivization, pre service secondary teachers</p>