СТАТЬИ

УДК 81'246.2=512.122=111

АҒЫЛШЫН ТІЛІНДЕ ЖАРАТЫЛЫСТАНУ-МАТЕМАТИКАЛЫҚ ЦИКЛ ПӘНДЕРІН ОҚЫТУДА ТІЛДЕРДІ КОДТЫҚ АУЫСТЫРУДЫҢ МӘНІ МЕН ФУНКЦИЯЛАРЫ

М. М. Сәдуақас, Н.С. Есерженова

“Назарбаев Зияткерлік мектептері” дербес білім беру ұйымының Қостанай қаласындағы “физика-математикалық бағытындағы Назарбаев Зияткерлік мектебі” филиалы

Аннотация: Бұл жұмыс ағылшын тілінде жаратылыстану-математикалық цикл пәндерін оқытудағы кодтық ауысу функциясы мен мәнін анықтауға бағытталған. НЗМ 11 сынып оқушылары жаратылыстану-математикалық цикл пәндерін ағылшын тілінде оқытатын осы зерттеуге қатысушы болып табылады.

Кілт сөздер: кодтар, функциялар, стратегия.

ЗНАЧЕНИЕ И ФУНКЦИИ КОДОВОГО ПЕРЕКЛЮЧЕНИЯ ЯЗЫКОВ В ИЗУЧЕНИИ ПРЕДМЕТОВ ЕСТЕСТВЕННО-МАТЕМАТИЧЕСКОГО ЦИКЛА НА АНГЛИЙСКОМ ЯЗЫКЕ

М. М. Сәдуақас, Н.С. Есерженова

Филиал «Назарбаев Интеллектуальная школа физико-математического направления города Костанай» АОО Назарбаев Интеллектуальные школы, Казахстан, esserzhenova_n@kst.nis.edu.kz

Аннотация: Данная работа нацелена на определение функций и значения кодового переключения в изучении предметов естественно-математического цикла на английском языке. Ученики 11х классов НИШ являются участниками данного исследования, которые изучают предметы естественно-математического цикла на английском языке.

Ключевые слова: переключение кодов, функции, стратегия.

FUNCTIONS AND IMPLICATION OF CODE-SWITCHING IN LEARNING SCIENCE SUBJECTS IN ENGLISH

M. Saduakas, N.S. Yesserzhenova

Branch “Nazarbayev Intellectual School of Physics and Mathematics in Kostanay” AEO Nazarbayev Intellectual Schools, Kazakhstan, esserzhenova_n@kst.nis.edu.kz

Annotation: The following study is aimed to explore the functions and implication of code-switching in learning science subjects in English. The participants of the study are 11^th grade students, who study science subjects in English language.

Key words: code switching, functions, strategy.

Introduction

English language is considered as a way of social, economic, educational, cultural development of the society. It establishes international communication and therefore the majority of world countries support and encourage its usage. Kazakhstan is also promoting the use of English language, which can be evidenced through the implementation of trilingual policy that has been developed to encourage Kazakhstani society to learn and speak three languages [1]. This policy focuses on building a polylingual individual who is able to master Kazakh, Russian and English, respects and understands his own and other cultures.

            The key lever of carrying trilingual policy out and promotion of English learning is educational environment. Therefore, the content of an updated curriculum of state schools and NIS Programme of Nazarbayev Intellectual Schools is implemented within the framework of trilingual education [2]. According to NIS Programme, students of upper-secondary school are to have proficient skills of speaking, writing, listening and reading in Kazakh, Russian and English languages, which will help them obtain  knowledge independently in a range of subject areas [2]. These subjects are Physics, Chemistry, Biology, ICT, Economics, and their teaching is conducted in English.

             Nevertheless, NIS high school students may experience language problems studying science subjects in English, since they enter educational classrooms with different levels of knowledge, backgrounds and thus struggle in the process of learning. According Li Wei, the best way to acquire language for bilingual is to apply languages at the same time in a social interaction [3]. This happens with the help of code switching, which means the switch of two or more languages in a single conversational exchange [4]. This topic has been widely-recognised by linguists and researchers who have studied the benefits, functions and influence of code switching on language learning. In Kazakhstan, a range of different works were written by Kazakh linguists, like Akynova D.B., Karlinskii A.E., Isayev M.G. They focused on different aspects of Kazakh, Russian, English languages interaction, for instance, the language transfer, word borrowing and code switching, conducted research in higher institutions and wrote dissertations, books. In this research, we particularly grounded on the work of Akynova, who has conducted an in-depth analysis of the Kazakh and English interactions and code-switching in one bilingual group of students. She also identified some pragmatic functions of code-switching [5]. Based on her work and other international studies we hypothesize that code-switching can be used as a strategy in science subjects learning. Therefore, we will examine the interaction of Kazakh/Russian and English languages in science subjects classes, consider the functions of the usage of code-switching in the classes and define its implication for students. We consider this research work relevant since it will consider whether code-switching is useful for students.

             The purpose of the research work is defining, analysing the functions and  implication of code switching in students’ learning. This will be done through analysis of students’ survey questionnaires and different functions of code switching will be identified based on students’ view.

Theoretical part

             The phenomenon of code switching is debated by various researchers in bilingual countries. In general, they define code switching as an application of two or more languages in a one conversation [4]. However, there are different perspectives on its significance in learning process. Some researchers consider code switching as “language interference” or a result of poor language proficiency [6, 7], and others think it plays the key role in the process of learning [8, 9]. Kirkpatrick, for instance, believes that code switching is a natural means of communication in bilingual classroom, while monolingual type of communication is unnatural [8]. Moreover, Appel and Muysken declared that code switching is not an isolated phenomenon, but a key component of bilingual verbal communication [9].

            Considering that code switching has a positive effect and can be used as a strategy there are several functions that it can be used for. Analysing the work of Akynova, we draw out several pragmatic functions of code switching [5]: attracting the attention of the listeners; explaining or clarifying the word or a concept; making contact with the listeners (teacher/students); classroom management (motivation, discipline); constructing and transmitting the knowledge; organizational function.

            Studying the functions we see the reasons why both teachers and students apply code-switching. [5]. Based on the functions provided above, code switching is primarily used for effective communication. Making a contact with a listener is important while presentation, when a student tries to grab an attention introducing the topic and making conclusions using mother tongue.

            Teachers also switch between languages to helps students understand and construct the knowledge of the specific terms. Since the information can be difficult for students to understand in English, teachers sometimes explain the information in native language. It is also put into practice in case of extreme degree of misunderstandings, where a speaker cannot explain the meaning of words or phrases because of some reasons like dialect, hard interpretation or low language level. Thus students may elaborate, clarify the meaning of the concepts used at the lessons, understand the meaning thoroughly. According to the study of Pollard S., the use of code-switching for clarification and transmission of the knowledge positively affects students’ performance as it creates a full immersion of students into the language and the subject [10]. This way it can be drawn out that code-switching can be a strategy for students’ learning.

            Furthermore, code-switching is applied by teachers to influence students, attract their attention, motivate them, discipline or punish. Analyzing the lessons, Akynova states that teachers automatically change the language to affect students effectively and to have more influence on them [5]. This means that students start to behave well or pay attention to the listener if they are asked to do so in their mother tongue. It is also used in organizational moments, when teacher switches from one lesson stage to another. Therefore, to attract students’ attention and show them the change of activities teachers often switch the language.

            In sum, code-switching appears to be a positive phenomenon in the classroom. It can promote effective communication, deepen the understanding of the subject, manage the students within the classroom. Defining the functions from the literature, we now want to identify if NIS students use code-switching and why, we also focus on the influence of code-switching on students’ emotional state.

Practical part

            In this research we used a quantitative method, which is a survey. Students of the 11th grades of NIS Kostanay were the participants of the study. Number of respondents was 57. The purpose of this survey was to identify the attitude of students to code switching in the science subjects classes, and to determine the role and functions of code-switching in the learning process. The survey consisted of 12 open and closed questions.

            Defining if students apply code-switching in science subjects lessons, the majority answered positively (75.4%). In the next group of questions, students were asked if they support teachers’ use of code-switching. 57.9% of respondents supported the idea that teachers should switch languages, but 29.8% disagreed. Moreover, most students were positive about teachers who use Kazakh/Russian and English in speech at the same time.

            Furthermore, we focused on students language preference, whether they want to study science subjects in English or their first language. 44 people preferred  science subjects to be taught only in English, and 31 students were against of studying subjects in the first language.

            Next, focusing on students’ attitudes to code switching and their emotional state, it was concluded that code switching is both a positive and a negative phenomenon. For the question whether students feel confident switching between the languages, most students answered positively (71.9%). Moreover, most students disagree that they feel nervous using code-switching. This means that teachers support students who code switch and do not show disapproval. However, to the question whether students like the usage of code-switching, the answers were ambiguous, as the opinions divided. 

            At last students were asked to provide reasons why they code switch. Mostly students use code switching to construct and build the knowledge of the subjects, and they suggested that strategy helps explain the meaning of a word or expression. 18 students were sure that this technique could help the teacher find a common language with the students. 10.5% of respondents have an answer, believing that switching languages will attract the attention of students in the educational process.

            Overall, most students use code switching in the course of science subjects, but they believe that a lesson conducted exclusively in English is more convenient and effective. It also found that fewer respondents are annoyed when people use code switching of languages in speech. Most students feel confident about code switching. In general, students noted several reason why they use this technique, which shows us that it is used as a strategy.

Conclusion

            In conclusion, it is clear that code-switching is significant in NIS students’ learning process. Students support the usage of code-switching in the classroom and find it useful. They also feel confident applying code-switching in the science subject classes. Therefore, we understood that most science teachers code-switching to assist students and approve its usage in the classroom. There is a positive friendly learning environment where students may apply both Kazakh/Russian and English languages.

            As for the functions, they fully correlate with the functions that Akynova suggested in her study. However, only few students suggest that code-switching is used for to praise or discipline them at the lesson, and none of students think that teachers use code-switching to manage and organize the classwork. This means that teachers know and use well the organizational, appraisal and disciplining language, but they find difficult explaining some difficult and broad science concepts in English. In this case they switch to students’ first language and explain the concepts in the mother tongue. Overall, it can be concluded that teachers use code-switching as a strategy to support students’ learning and subject understanding.

Reference list

1.      Decree of N. Nazarbayev, the President of the Republic of Kazakhstan to Kazakhstani people. Strategy “Kazakhstan – 2050” – New political course of the state. – Astana, 2012. https://www.akorda.kz/ru/events/astana_kazakhstan/participation_in_events/poslanie-prezidenta-respubliki-kazahstan-lidera-nacii-nursultana-nazarbaeva-narodu-kazahstana-strategiya-kazahstan-2050-novyi-politicheskii-

2.      Educational Programme, NIS – Programme, Approved by Board of AEO Nazarbayev Intellectual Schools. Astana, 2017. https://www.nis.edu.kz/en/programs/AEO%20“Nazarbayev%20Intellectual%20Schools”%20–%20NIS-Program/

3.      Wei L. The Biligualism Reader. – London: Routledge, 2007.

4.      Gardner-Chloros P. Code switching: Language selection in three Strasbourg Department Stores // Sociolinguistics. A Reader and Coursebook / edited by Nikolas Coupland and Adam Jaworski. – St. Martin’s Press, INC., 1997. – P. 361

5.      Akynova D.B. Kazakh-English Language Interactions: Code-switching in the speech of Kazakh bilingualists. Astana, 2014.

6.      Skiba R. Code Switching as a Countenance of Language Interference. The Internet TESL Journal. October, 1997.

7.      Hammink E. A Comparison of the Code Switching Behavior and Knowledge of Adults and Children. University of Texas. EIPaso,2000

8.      Kirkpatrick A. English as a medium of instruction in East and Southeast Asian universities. InDynamic ecologies 2014 (pp. 15-29). Springer, Dordrecht.

9.      Appel R, Muysken P. Code Switching And Code Mixing. Language Contact and Bilingualism, NP A Division Of Hodbor and Stoughton. 1987.

10.  Pollard S. The benefit of code switching within a bilingual education program. Honors Projects. 2002:1-7.

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