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Krishna K. Bista

PSE 6691 Research Methodology

Factors of Code-Switching in ESL ClassesDr. McNellis

02/14/2008

1. Related Articles:

Research Journal Article # 1

Synopsis:

The authors in this article focus on appropriate action to overcome linguistic barriers in bilingual

class. They have drawn positive results for enhancing student performance in teaching plurals

cases and tense formation, especially in biracial and bilinguals teaching classes. Code-switching

brings pluralistic responses. It helps students bring their language and culture in the classroom

which is the promotion of human learning.

Citation:

Wheeler, Rebecca S., Swords, Rachel & Carpenter, Marilyn (2004). Code-switching: Tools of

Language and Culture Transform the Dialectally Diverse Classroom,Language Arts, July

2004, vol. 81(6); reprinted in ProQuest Education Journals pp. 470-80.

Research Journal Article #2

Synopsis:

The researcher, Ms. Lesley-Anne Kasperczyk, in her paper brings the conclusion that educators

have negative view of code-switching and they feel that code-switching should not be used in

classroom but she likes to use it in a multicultural and multilingual classroom as it makes her

teaching profession easy and effective.


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Source:

Implementing Code-Switching in the Classroom by Lesley-Anne Kasperczyk.

2. Classification as qualitative and quantitative

A) Difference between qualitative and quantitative research

Both research articles are qualitative researches because they are based on theoretical

assumptions of code-switching in bilingual classroom study. Such beliefs and pre-

assumptions of the researches have long traditional remarks in applied linguistics.

Researchers in both research papers have carried some field works and experiments with

their students in regular teaching classes yet they do not include much numerical figures and

statistical presentation like in quantitative research.

Common features in both articles:

Include a complete and detailed description

Do not have number or chart frequencies

Explain ambiguities and complex human nature of learning situation

Findings can not be extended to wider populations with similar certainty

No quantifying relationships between variables

Describe change behavior and learning conditions

B) Reliability of the research

Definition: Reliability is the consistency of your measurement, or the degree to which an

instrument measures the same way each time it is used under the same condition with the

same subjects. In other words, it is the repeatability of your measurement. A measure is

considered reliable if a person's score on the same test given twice is similar. It is important

to remember that reliability is not measured, it is estimated.


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# I didnt see much reliability in each research because such problem of code-switching

depends on teachers and their teaching subject, students social and cultural background and

so on.

# Its hard to get same sort of degree of code-switching in bilingual classroom activities

because we do not have accurate parameter to evaluate the results.

# the first research gives internal consistency that estimates reliability by grouping questions

in a questionnaire that measure the same concept of formal and informal grammar cases of

students through code-switching.

C) Validity of the text

Definition: Validity is the strength of our conclusions, inferences or propositions. More

formally, it is the truth or falsity of a given inference, proposition or conclusion.

# Both journal articles show some degree of validity because method of code-switching

becomes effective tools in their long-term teaching classes. Students show more progressive

results in case, plural making and tense formation when teachers allow their students to

switch their languages in home context rather than to produce sentences in Standard English.

# Both research papers draw the same conclusion that code-switching teaches students

effectively in bilingual classroom activities.

# It is hard to guess validity when the same research goes in other groups of students in

difficult geography and social contexts because authors of the articles carry their research

with African-American students.

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