CHAPTER 1 1.0 Introduction - DSpace@UM - University of Malaya
CHAPTER 1 1.0 Introduction - DSpace@UM - University of Malaya
CHAPTER 1 1.0 Introduction - DSpace@UM - University of Malaya
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Table 4.4: Survey <strong>of</strong> Language Use With Family Members By Bilingual Educator R<br />
Family Members Malay Language English Language<br />
O S R O S R<br />
Parents R R<br />
Spouse R R<br />
Siblings R R<br />
Children R R<br />
Relations R R<br />
O= Often S=Seldom R=Rare<br />
Table 4.2, 4.3 and 4.4 reveal the educators’ choice <strong>of</strong> code-switching within the same<br />
community and family members. It was noted by the researcher that bilingual<br />
educator R <strong>of</strong>ten uses the Malay language while communicating with family<br />
members; while bilingual educator L seldom uses the Malay language to<br />
communicate with his parents. Further more, among spouse level, both the educators<br />
rarely communicate in Malay language. Within siblings and children both the<br />
educators seldom use the Malay language and within relations, they rarely use the<br />
Malay language.<br />
This is due to the fact that both the educators share the same mother tongue the Tamil<br />
language. Bilingual educator R seldom uses the English language to communicate<br />
with his parents, siblings and relations. Bilingual educator L <strong>of</strong>ten uses the English<br />
language with his siblings and relations because two <strong>of</strong> his brothers are language<br />
teachers. It has been a norm for him to use the English language with family<br />
members.<br />
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