CHAPTER 1 1.0 Introduction - DSpace@UM - University of Malaya

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The sample code-switches because of habitual reasons: T25-U1-L the following week subjective paper before cuti Raya cuti Deepavali cuti sekolah PMR esok mula. The educator code-switches at phrase level even though the switching has nothing to do with the lessons. This phenomenon is because of habitual reasons- teachers usually think of holidays. The researcher observed that two different educators code-switch for similar reasons. Some code-switching took place to explain the scientific terms in Malay; fortunately, there are Malay words to substitute the English words; in some cases there were no valid reason for code-switching other than socio-linguistic reasons. Code-switching is necessary because the students subconsiously think in the Malay language but the students learn the subject in English. The research shows the teachers have to be bilingual to teach the science subjects in English. 4.6 Other reasons 4.6.1 Content of subject matter The content of the subject matter is also another reason for code-switching by the bilingual educators. There are many scientific words in the English language that have been translated into the Malay language, for example, the words oxygen, carbon dioxide, gas and receptor. The spelling in the Malay language is different. The researcher noted the educator code-switched because the words have been translated into the Malay language but the spelling is different from the English language. This is because the Malay language spelling is phonetic, whereas English language spelling is not phonetic. 74
4.6.2 Background of Students Furthermore, the students who come for classes are from rural schools in Rawang in the district of Selangor Darul Ehsan. The students are not exposed to English language.The bilingual educator has to code-switch to make the lessons as effective as possible. The influence of the students’ mother tongue forced the educators to code- switch. 4.7 Stages of code-switching As discussed in chapter 1, there are four stages of code-switching: the word, phrase, clause and sentence level. Table 4.11 and Table 4.12 illustrate the stages of code- switching detected from the transcription from bilingual educators R and L in the teaching of Form 1 and 2 science lessons. 75
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1.0 Introduction CHAPTER 1 Malaysia
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Jacobson and Safiah (1987) stated t
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schools were taken over by the Brit
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In the 19 th century, a large numbe
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(i) to promote a national school sy
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joining Form 1 classes. The curricu
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1.3 The Significance of the study C
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The study was conducted in a privat
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The researcher feels it is a bit di
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1.7.3 Phrase Level A group of words
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2.0 Introduction CHAPTER 2 Literatu
Page 23 and 24: (iii) What must you do? Examples of
Page 25 and 26: 2.2 Sociolinguistic Studies on Code
Page 27 and 28: It is evident that the sub-consicio
Page 29 and 30: call it conversational code-switchi
Page 31 and 32: esearcher feels that the children a
Page 33 and 34: The analysis of the data shows that
Page 35 and 36: Mary Tay’s (1993) research is bas
Page 37 and 38: 2.9 Conclusion Many local and forei
Page 39 and 40: 3.0 Introduction CHAPTER 3 METHODOL
Page 41 and 42: 3.2 Procedure of Research Before th
Page 43 and 44: The researcher opted to collect the
Page 45 and 46: 3.6.1 Audio Recording The data that
Page 47 and 48: Each switch was counted as an insta
Page 49 and 50: 3.7.2 Qualitative Approach The qual
Page 51 and 52: 4.1 Subjects The subjects of the st
Page 53 and 54: 4.1.2 Background of Subjects The su
Page 55 and 56: 4.1.3 Language Acquisition of Subje
Page 57 and 58: Table 4.5: Survey of Language Use W
Page 59 and 60: for teaching and learning (v) to sa
Page 61 and 62: Table 4.9: Audio Recordings Subject
Page 63 and 64: formation of lightning/ kilat/ form
Page 65 and 66: The examples taken from T1-U54-R ar
Page 67 and 68: 4.4.4 To establish relationship, hu
Page 69 and 70: L : metal in a liquid form/ mercury
Page 71 and 72: 4.5.3 To encourage students to part
Page 73: The examples above show that the hu
Page 77 and 78: T1U58R SENTENCE lapan kali/ kalau b
Page 79 and 80: CLAUSE T19U3L non luminous is very
Page 81 and 82: 4.7.1 Bilingual Educator R1 Switch
Page 83 and 84: 4.7.3 Bilingual Educator L1 Switch
Page 85 and 86: 4.8 Frequency of Language use in Co
Page 87 and 88: In the study, the researcher identi
Page 89 and 90: language and the English language t
Page 91 and 92: Text books and revision books are w
Page 93 and 94: Certificate of Education (LCE) is a
Page 95 and 96: pupils. These activities should inc
Page 97 and 98: 5.3 For Further Investigations The
Page 99 and 100: Bibliography Asmah Haji Omar. 1982.
Page 101 and 102: Kamwangamalu, Nkonko Mudipanau. (19
Page 103 and 104: Poplack, Shana. (1980). “Sometime
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