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

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English Language Diagram 5.0: To Illustrate Varieties The diagram above illustrates the mixed varieties that were formed during the process of teaching by the bilingual educators. The mixed varieties include code-swiching at the word, phrase clause and sentence levels in the teaching of lower secondary science. The mixed varieties of two languages were used as a common teaching tool and aid for the students to understand the subject matter. The shaded part represents the language in contact where mutual change on different level takes place. Code- switching did not take place in the unshaded areas. New words can be coined, hence many scientific words in the English language have been borrowed into the Malay language, for example the words oxygen, carbon dioxide are spelt as oksigen and karbon dioksida in the Malay language. Translators have to be aware of this phenomenenon as students can make spelling mistakes while answering the science question papers in the English language. Varieties Malay Language 96
5.3 For Further Investigations The study of socio-linguistics focuses on the relationship between language and society. The complexity of human society of linguistic codes and registers underline the fact that it is patterned, and it is embedded in the human social experience. In Malaysia, there is still a need to conduct further research from socio-linguistic and psycholinguistic point of view. The future research in the field of sociolinguistics should also focus on socio-cultural aspects that affect learning science in the English language. Future researchers should conduct research on how socio-economic backgrounds of bilingual educators affect code-switching. Besides that, family background, gender and education too play a vital role on why educators code-switch. Students’ social background affects the teachers teaching strategy. Besides that, ever-changing new educational policies have to be monitored at all times because it has a domino effect on the teachers and students. Implementors and planners have to conduct indepth research before coming up with a policy. Policy-makers have to foster greater multicultural values when a policy is implemented because the infrastructure of knowledge is not only based on the instructors but also the policy that they are heavily dependent upon. The psycholinguistic point of view also affects code-switching. Freudian slip says that an error in speech or physical action is believed to be caused by the “subconscious mind”. These thoughts are consciously repressed and then subconsciously released. The researcher feels that further research should be done on the working of the subconscious mind to find out to what extent the subconscious mind affects code- 97
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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
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3.2 Procedure of Research Before th
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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 and 92: Text books and revision books are w
Page 93 and 94: Certificate of Education (LCE) is a
Page 95: pupils. These activities should inc
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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