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Teachers' and Students' Attitudes and Practices Regarding Code Switching

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Teachers' and Students' Attitudes and Practices Regarding Code Switching http://researchcommons.waikato.ac.nz/ Research Commons at the University of Waikato Copyright Statement: The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand). The thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. Authors control the copyright of their thesis. You will recognise the author’s right to be identified as the author of the thesis, and due acknowledgement will be made to the author where appropriate. You will obtain the author’s permission before publishing any material from the thesis. Teachers’ and students’ attitudes and practices regarding code switching in writing: A study in selected primary schools in St. Lucia. A thesis submitted in fulfilment of the requirements for the degree of Masters of Education at The University of Waikato by Berthina Auguste-Walter The University of Waikato, New Zealand 2011 © Berthina Auguste-Walter-2011 ABSTRACT This study was conducted in three primary schools in St. Lucia, a multilingual country situated in the Caribbean. The goal of this research was to investigate teachers‟ and students‟ attitudes and practices regarding the use of code switching in the academic writing of Grade 5 primary school students. For the purpose of this study code switching is defined as a phenomenon in which speakers [writers] switch back and forth between two separate languages and/or dialects (Schecter & Bayley, 1997). Code switching for bilinguals is “a way of saying that they belong to both worlds, and should not be forced to give up one for the other” (Zentella, 1997, p. 114). There are four major aims in this study. First the study aims to document the nature of code switching in students‟ written texts. Second, the study focuses on examining both teacher and student views of Kwéyòl influenced code switching in students‟ writing. The third aim is to identify whether acceptance of code switching in students‟ written texts can be used positively to support their writing. The final aim is to evaluate the impact of teachers‟ feedback on students‟ written texts. A mixed-method approach was used to gather data for this research. The teachers‟ interview was conducted with three Grade 5 teachers from three different primary schools. Questionnaires were also distributed to the other teachers on staff of each of the three Primary schools involved in this study. Selected students of the Grade 5 classes were part of the focus group interview. The students‟ written scripts were also analysed and used during the focus group discussion, where students were able to provide reasons for certain statements in their text which reflected code switching. A thematic approach was used for the data analysis and this provided in depth knowledge of how teachers and students felt about code switching in their writing. A major finding was the teachers‟ contradictory responses in terms of their attitudes and practice related to code switching. Some teachers commented that the use of the L1 would have a negative impact on the acquisition of Standard English. The ii importance of students learning the „proper‟ structures of Standard English was highlighted as a major factor in assisting students in becoming communicatively competent. Although some teachers held a negative view of code switching practices in students‟ writing, others were indeed pleased that some students were able to use their L1 to express their intended meaning. Moreover, the study found important differences in the attitudes between the individual teachers in the three different schools The responses from the teachers also indicated that code switching would be more effective in some genres of writing. This suggests that there is some kind of acceptance of code switching in students‟ writing. The majority of the teachers agreed that code switching could be used positively to teach Standard English. However, teachers felt that they needed further information on the phenomenon in order to make informed decisions and assist students more effectively in their writing. There were other responses suggesting that there are positive attitudes towards code switching. What was of great interest was that some of the students‟ attitudes mirrored those of their teachers, suggesting that teacher attitudes, beliefs and perhaps school ethos play a major role in changing the attitudes of the most important stakeholders, the children. The research highlighted the effective role that teachers‟ attitudes and metalinguistic awareness, or lack of it, play in the language learning classroom, particularly in a multilingual society. Teachers need to be aware of the importance of metalinguistic awareness and should aim at exploring ways to promote language learning among students. This study also makes an important contribution to understanding how attitudes and practices in bilingual contexts and the use of language varieties in second language development are related. In conclusion, the study highlights the urgent need for all stakeholders to work collaboratively to finalise a draft literacy policy and plan document that might support bilingual and/or multilingual development of all students in the linguistically and culturally diverse classrooms. iii ACKNOWLEDGEMENTS I can do all things through Christ who strengthens me: (Philippians 4:13) Thank you Lord for your grace and mercy which sustained me throughout the course of my studies. I could not have completed this journey without divine intervention. I would like to express my heartfelt thanks and gratitude to: Dr. Margaret Franken, my supervisor, mentor, role model and advisor. This journey would not have been accomplished without your continuous support, guidance and advice. Your constant encouragement and high expectations have been a continuous source of positive motivation. Your professional guidance and assistance have played a tremendous role in the completion of this thesis. You have played a major role in my academic achievement and development and for this I will be forever grateful. My husband, Mervin Walter, for your kind support and assistance during my studies, especially for taking care our son. DeAndre, for your understanding especially when I was unable to assist you in accomplishing various tasks or socialize with you. My family; my mother Catherine Auguste, you have been my pillar of strength and great source of inspiration throughout this journey, thank you for your constant prayers and your confidence in me. To my dad, Bryan Auguste for your consistent prayers, support and advice. My siblings Byron, Barry and Bourne and my sister-in- law Yulema, for the positive words of encouragement and support. My extended my family in the U.S.A, Canada and St. Lucia who prayed for me and frequently kept in contact with me. My dear friends and their families in St. Lucia and in Hamilton who have always been extremely supportive of me and my endeavours. I appreciate the love and care you have shown me in various ways, despite the distance by praying, calling, emailing or texting me regularly. This has meant so much to me. iv My colleagues of the Vide Bouteille Primary School, for your support, particularly those of you who continued to show concern throughout the course of my studies. The participants of this study, for accommodating me during the time of my research. Your input in this study would not have been possible without your valuable contributions and time. You have made a significant contribution in gaining insights into the literacy classrooms in St. Lucia. The staff of the International Students‟ Office, especially Matt Sinton I am indebted to you for your kind support and pastoral care. The staff of the Library of the Faculty of Education, in particular Alistair Lamb for your kind assistance in formatting my thesis. The Commonwealth scholarship programme, NZAID and the government of St. Lucia without you this achievement would not have been possible. My thanks to all of you This study is dedicated to my family who endured this journey with me. Through our struggles and disappointments we have overcome and reached yet another milestone in our family. v TABLE OF CONTENTS ABSTRACT............................................................................................................................... ii ACKNOWLEDGEMENTS ........................................................................................................ iv TABLE OF CONTENTS .......................................................................................................... vi LIST OF TABLES AND FIGURES ........................................................................................... x CHAPTER 1: INTRODUCTION ................................................................................................ 1 1.1 Context for the study ....................................................................................................... 2 1.2 Aim of this study .............................................................................................................. 4 1.3 Research questions ........................................................................................................ 4 1.4 Language situation in St. Lucia ....................................................................................... 5 1.5 St. Lucia‟s educational structure ....................................................................................
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