Understanding mixed code and classroom code-switching: Myths and realities

Understanding mixed code and classroom code-switching: Myths and realities

瞭解中英混用與課堂上轉換語碼：神話和現實

• Li, David C. S. Hong Kong Institute of Education

New Horizons: The Journal of Education, Hong Kong Teachers' Association, 56(3), 75-87, 2008

Hong Kong

Hong Kong Teachers' Association

2008

• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching

Code-Switching Medium of Instruction Bilingual Teaching Strategies 語碼轉換(中英混用) 教學語言 雙語教學策略

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Background: Cantonese-English mixed code is ubiquitous in Hong Kong society, and yet using mixed code is widely perceived as improper. This paper presents evidence of mixed code being socially constructed as bad language behavior. In the education domain, an EDB guideline bans mixed code in the classroom. Teachers are encouraged to stick to Cantonese or English, depending on the school-based medium of instruction policy (i.e. EMI vs. CMI schools).
Aims or focus of discussion: This paper analyzes the major reasons why mixed code is so difficult to avoid, both inside and outside the classroom. One important factor is the 'medium-of-learning effect'. Empirical evidence will be presented to demonstrate students' cognitive dependence on English terminologies as a direct result of English medium education. The paper draws implications for classroom code-switching, which is pedagogically a valuable linguistic resource.
Arguments / comments / suggestions: The EDB guideline banning mixed code in the classroom is too rigid. Code-switching has great potential for helping the bilingual teacher to achieve context-specific teaching and learning goals like clarifying difficult concepts and reinforcing students' bilingual lexicon (e.g. melamine/三聚氰胺, financial tsunami/金融海嘯). For EMI teachers, switching to Cantonese helps maintain class discipline, build rapport and reduce social distance with students. The assumption or claim that mixed code leads to declining English or even Chinese standards is not informed by sound empirical evidence.
Conclusion: Educated Chinese Hongkongers find it difficult to resist using some English in their informal interactions with others in Cantonese, resulting in mixed code. Instead of banning mixed code indiscriminately, a more proactive and productive approach will be to conduct empirical research with a view to (a) better understanding the circumstances under which classroom code-switching is necessary, (b) identifying pedagogically sound and productive code-switching practices, and (c) disseminating good code-switching practices through demonstrations, workshops, and teacher-training.
背景：儘管廣東話與英語的中英混用一般不為人所接受，中英混用在香港社會極為普遍。本文列舉一些例子，說明中英混用如何被建構成不當的語言行為。在教育的範疇，教育局有一明確指引，禁止老師上課時轉換語碼，並呼籲老師該視乎其教學語言(即英文或中文)的規定，使用純正的廣東話或英文授課。
重點：筆者分析為何無論課堂內外，中英混用均難以避免。構成中英混用的成因很多，本文提出實證，重點分析其中一項重要成因 ── ‘教學語文效應’，即通過英語學習所產生的對英語專用術語的倚賴。這分析結果顯示，若用得其所的話，中英混用在課堂上乃一項重要的語用資源，能有效地提昇教學質素。
論點 / 建議：現時教育局禁止老師中英混用的指引有欠靈活和彈性。對具備雙語能力的老師來說，中英混用在促進教與學的用途上有很大的潛力，讓學生更容易掌握複雜的英語概念，以至鞏固學生的雙語詞彙，例如指出melamine即三聚氰胺, financial tsunami一般被譯作金融海嘯。在英語作為教學語言的課堂上，老師若能在適當的時候直接以學生熟悉的語言授課，有助維持監獄的秩序，建立彼此間的互信，並能有效地拉近師生的距離。有人提出中英混用會導致英語甚或中文水準下滑，這說法缺乏實證支持。
結論：教育程度越高的香港華人，他們之間用廣東話交談的時候出現英文片言隻語的情況越難抗拒，中英混用便因此形成。與其全面禁止在課堂上轉換語碼，筆者呼籲，應通過實證研究，深入瞭解語碼轉換在何種情況之下難以避免，如何有利於教學質素的提昇，並通過範例，工作坊，及師資培訓等形式把教學效果顯著的語碼轉換方式給老師推介。
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• English

Journal Articles

• 16831381

https://bibliography.lib.eduhk.hk/bibs/11542049

2010-12-02