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Chapter 4

Presentation, Analysis and Interpretation of Data

This chapter deals with the presentation and discussion of the findings on the

study conducted to find out the code-switching patterns and functions at Colegio San

Agustin-Bacolod. The data are shown in different tables and figures followed by a

discussion and interpretation of these.

Setting of Data Sets

CLASS A CLASS B CLASS C CLASS D

1hr, 11mins,
Length 35mins, 40secs 20mins, 8secs 56mins, 30secs
63secs
Place M-AVR M-AVR M-AVR M-AVR
Teacher and Teacher and Teacher and Teacher and
Speakers
students students students students
Type of Classroom Classroom Classroom Classroom
conversation interaction interaction interaction interaction

The following tables present the findings of the study. The same also indicates the

answers to the following questions:

1. What code-switching pattern is used by bilingual teachers and

students during classroom interactions on the following phases of

instructions?

CLASS A

Instructional Phase Teacher Students

Pre-instruction 2 8
During Instruction 7 5
Post Instruction 7 34
Total no. of switches 16 47
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CLASS B

Instructional Phase Teacher Students

Pre-instruction 0 0
During Instruction 137 4
Post Instruction 0 0
Total no. of switches 137 4

CLASS C

Instructional Phase Teacher Students

Pre-instruction 76 20
During Instruction 143 44
Post Instruction 12 3
Total no. of switches 231 67

CLASS D

Instructional Phase Teacher Students

Pre-instruction 3 0
During Instruction 22 21
Post Instruction 18 3
Total no. of switches 43 24

SUMMARY

Instructional Phase Teachers Students

Pre-instruction 81 28
During Instruction 309 74
Post Instruction 37 40
Total no. of switches 427 142
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The data in Class A was taken from a class where the teacher started the lesson by

presenting a video clip which served as the springboard for the topic. The material

enabled the students to interact and express their ideas as well as in responding to the

teacher’s questions. The teacher of Class A incurred more switches than the students in

the during instruction phase while the students incurred more switches than the teacher

in the post-instruction phase.

In class B, the data was taken from a teacher-centered classroom. The teacher

proceeded directly to the during instruction phase since the teacher presented a

continuation of the previous discussion from their last meeting. Overall, there was a

significant difference between the switches of the teacher compared to the students.

Meanwhile, the data from Class C was taken from a class wherein there is an

evident interaction and engagement between the teacher and the students. Compared to

other classes observed, the students in Class C incurred the most number of code-

switches which signifies the provision of opportunities for the students to engage in the

learning process particularly in the questions thrown by the teacher.

Data in Class D was taken from a class wherein the teacher is to give a quiz. In

the pre-instruction phase, the teacher gave directions regarding the quiz and set the

tasks that they are going to accomplish within the class duration. A review of the lesson

took place in the during instruction phase. After the quiz, a preview of the next lesson

was presented which was classified under the post-instruction phase. The same as the

other classes observed, the teacher in Class D incurred more number of switches

compared to students.

In general, the most number of switches recorded (309) was incurred by the

teachers in the during instruction phase while the least number of switches (28) was
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incurred by the students during the pre-instruction phase. The least number of switches

incurred by the teachers (37) was during the post instruction phase and the most

number of switches incurred by the students (74) was in the during instruction phase.

The total number of switches made by teachers from all four classes was 427

while the total number of switched made by the students was 142.

2. Which of the following educational functions is most apparent in

the code switching of CSA-B teachers and students?

CLASS A

Phases of Instruction
Pre- During Post
Code-switching Function
instruction Instruction Instruction
a. Translation 0 0 0
b. Procedure and Directions 1 0 2
c. Clarification/Explanation 3 4 14
d. Checking Understanding 0 2 1
e. Response 6 6 24

CLASS B

Phases of Instruction
Pre- During Post
Code-switching Function
instruction Instruction Instruction
a. Translation 0 0 0
b. Procedure and Directions 0 0 0
c. Clarification/Explanation 0 134 0
d. Checking Understanding 0 2 0
e. Response 0 2 0
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CLASS C

Phases of Instruction
Pre- During Post
Code-switching Function
instruction Instruction Instruction
a. Translation 2 0 0
b. Procedure and Directions 6 11 2
c. Clarification/Explanation 63 114 9
d. Checking Understanding 10 23 2
e. Response 14 39 2

CLASS D

Phases of Instruction
Pre- During Post
Code-switching Function
instruction Instruction Instruction
a. Translation 0 4 1
b. Procedure and Directions 0 1 0
c. Clarification/Explanation 3 26 16
d. Checking Understanding 0 1 1
e. Response 0 11 3

SUMMARY

Phases of Instruction
Pre- During Post
Code-switching Function
instruction Instruction Instruction
a. Translation 2 4 1
b. Procedure and Directions 9 16 4
c. Clarification/Explanation 69 278 39
d. Checking Understanding 10 28 11
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e. Response 20 58 29

In Class A, there were no code-switches which functioned as translation during

the pre-instruction phase, during instruction phase and post-instruction phase. There

was one (1) code-switch that functioned as procedure/direction which was incurred

during the pre-instruction phase, none for the during instruction phase and two (2) for

the post-instruction phase. Three (3) code-switches which functioned as

clarification/explanation were incurred in the pre-instruction phase, four (4) in the

during instruction phase and fourteen (14) in the post-instruction phase. There was no

utterance of a switch that functioned for checking understanding in the pre-instruction

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phase, two (2) in the during instruction phase and one (1) in the post-instruction phase.

Six (6) code-switches that functioned as responses were incurred in the pre-instruction

and during instruction phase, and twenty-four (24) in the post instruction phase.

Class B incurred zero code-switches that functioned as translation and

procedure/directions in all three instructional phases. No code-switches that functioned

as clarification/explanation were incurred in the pre and post instruction and phase

whereas one hundred thirty-three (133) switches were incurred in the during instruction

phase. Two (2) code-switches that functioned for checking understanding were made in

the during instruction phase and none for both pre and post instruction phase. Four (4)

code-switches that functioned as responses were recorded in the during instruction

phase and none for both pre and post instruction also.

In Class C, two (2) code-switches that functioned as translations were incurred in

the pre-instruction phase and none in both the during and post instruction phase. Six

(6) switches that functioned as procedure/direction were incurred in the pre-instruction

phase, eleven (11) in the during instruction phase and two (2) in the post instruction

phase. Sixty-three (63) code-switches that functioned for clarification/explanation were

incurred in the pre-instruction phase, one hundred fourteen (114) in the during

instruction phase and nine (9) in the post instruction phase. There were ten (10)

switches that functioned for checking understanding in the pre-instruction phase,

twenty-three (23) in the during instruction phase and two (2) in the post-instruction

phase. Fourteen (14) code-switches that functioned as responses were incurred in the

pre-instruction phase, thirty-nine (39) in the during instruction phase and two (2) in the

post-instruction phase.
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Class D incurred no code-switches that functioned as translation in the pre-

instruction phase, four (4) in the during instruction phase and one (1) in the post-

instruction phase. Zero code-switches that functioned as procedure/direction were

incurred in the pre and post instruction phase, and one (1) in the during instruction

phase. Three (3) switches that functioned as clarification/explanation were incurred in

the pre-instruction phase, twenty-six (26) in the during instruction phase and sixteen

(16) in the post-instruction phase. One (1) code-switch that functioned for checking

understanding was incurred in both the during and post instruction and none for the

pre-instruction. There was also no code-switch that functioned as response in the pre-

instruction phase only, eleven (11) in the during instruction phase and three (3) in the

post instruction phase.

Throughout the phases of instruction, the most apparent educational function of

code-switching is the clarification/explanation function.

3. How frequent does the following switches occur between teachers

and students?

CLASS A

Teacher Students
Single-word 7 20
Phrase 1 11
Clause 2 6
Sentence 4 12
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CLASS B

Teacher Students
Single-word 37 0
Phrase 50 0
Clause 53 0
Sentence 33 1

CLASS C

Teacher Students
Single-word 74 26
Phrase 69 12
Clause 44 2
Sentence 58 40

CLASS D

Teacher Students
Single-word 26 0
Phrase 10 0
Clause 9 0
Sentence 5 19

SUMMARY

Teacher Students
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Single-word 144 46
Phrase 130 23
Clause 108 8
Sentence 100 72

Based on the summary of the data, the most frequent type of switches used by the

teachers are single-word switches in which the researchers tallied a total of one hundred

forty-four (144) single-word switches. This is followed by one hundred thirty (130)

phrase switches, one hundred eight (108) clause switches, and the least number of code-

switches recorded are the sentence switches amounting to only one hundred (100)

switches. Meanwhile on the students’ part, they have incurred seventy-two (72) sentence

switches which is the most frequent type of switch they utilized during the classroom

interaction, followed by forty-six (46) single-word switches, twenty-three (23) phrase

switches and eight (8) clause switches.

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Sample Translation of Class D

Teacher: The hinge joint on the other
hand just like our door, it’s the hinge
joint. There is a hinge here,

Student: Daw bisagra miss? Daw bisagra miss - Sentence Switch

Teacher: There is only one, one-

sided, one way, one way traffic. In
this case when we move our elbow,
we just do like this noh? We do not noh – Single-word switch
move it na, we cannot make it in na – Single-word switch
different directions noh? However noh – Single-word switch
also it is the same way with our knee
we only have this movement that’s
why its hinge joint. Again, maybe we
can go as far as that only, but we
cannot go as far as to the extent nga nga i-twist ta siya pabaliktad – Clause-switch
i-twist ta siya pabaliktad so that’s a
hinge joint. So here, hinge joint, so
indi sa pwede ma… mapabaliktad. indi sa pwede mapabaliktad – Clause-switch
So this one this is a hinge joint pero pero – Single-word switch
on the other hand amo ni ang ball amo ni ang – Phrase switch
and socket hu, galing … hu – Single-word switch
galing – Single-word switch