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

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i. Social status The English language is known to be the world language. The tremendous expansion of English language is something of a phenomenon while no other language has a history of acceptance over such a diverse field. Through globalisation and education, the English language plays an important role in our society. One of the aspects of being knowledgeable is also being able to communicate and converse in the English language.It is a well known fact that English language is necessary to learn science and technology. ii. Implementation process Beginning in 2003, the government used English as a medium of teaching all science subjects in the primary and secondary schools. In January 2003, a mixed medium of instruction was introduced to year One students in primary schools, they learnt science and mathematics in the English language, other subjects are still being taught in the Malay language. Chinese and Tamil vernacular primary schools still conduct classes in Mandarin and Tamil respectively. Tamil schools have begun to use the English language to teach science and mathematics, while Chinese schools teach science and mathematics in both the English language and Mandarin. iii. Examination Board policies The Penilaian Menengah Rendah (PMR) or also known as the Lower Secondary Evaluation or formerly known as the Sijil Rendah Pelajaran (SRP) or Lower 92
Certificate of Education (LCE) is an examination to select students to enter either the Science stream or Arts stream. Students attempting this examination either answer the Science and Mathematics paper in the English language or in the Malay language. Candidates are given a choice to choose between two languages when answering the question papers. Students sitting for the SPM exam can answer the mathematics and science subjects either in Malay or in English. The researcher makes a guess that the rural school candidates may be more inclined to answer the mathematics and science questions in Malay. iv. Educational Background of Educators In the past, the medium of instruction was in the Malay language. The educators have obtained their education in the national language in their primary and secondary schools. Even at the University level, the educators noted that most classes were conducted in the Malay language. The educators also use the Malay language to communicate with other teachers, and the administrators in Pusat Tuition Jaguh Gemilang, and to interact with parents and other tutors. The educators code-switch at word level, they code-switch at phrase level, they code- switch at clause level and they code-switch at sentence level. More code-switches took place at clause and sentence levels compared to the word and phrase levels. Malaysia is a multi-lingual, multi-ethnic and multi-cultural society. Multilingualism or bilingualism is practiced as a norm and embedded in our Malaysian education system. Code-switching is a way of life and is practised for functional, sociolinguistic 93
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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
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(iii) What must you do? Examples of
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2.2 Sociolinguistic Studies on Code
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It is evident that the sub-consicio
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call it conversational code-switchi
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esearcher feels that the children a
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The analysis of the data shows that
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Mary Tay’s (1993) research is bas
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2.9 Conclusion Many local and forei
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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 and 74: The examples above show that the hu
Page 75 and 76: 4.6.2 Background of Students Furthe
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: Text books and revision books are w
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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