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English teachers using Singapore colloquial English in the classroom : an examination of two secondary school teachers' lessons
Author
Kwek, Melody Yee Ping
Supervisor
Lubna Alsagoff
Abstract
Due to the unique language make-up of Singapore where two varieties, Standard Singapore English (SSE) and Singapore Colloquial English (SCE) exist together, educated Singaporeans are often able to code-switch between the two, using SSE in formal situations and SCE in informal ones. Likewise, many English teachers have the ability to code-switch as well. However, because classrooms are thought to be formal settings, they are widely assumed to use primarily SSE during the lessons.
Through informal observation, this is not the case. Therefore, what this study attempts to do is to determine the situations in which two secondary school English teachers code-switch to SCE, through the analysis of the discourses of the lessons. The study is based on the hypothesis that teachers would use SCE in the introduction and the conclusion of the lesson where the talk is focused on the pupils, and SSE in the body of the lesson where the talk is focused on the content.
Findings of the study reveal that in lessons where the teaching approach is more of a 'lecture' style, while the teachers use SCE to establish solidarity and build rapport in the introduction and conclusion, they also use SCE within the body of the lesson when they are explaining content. In lessons that involve the teachers taking on a facilitator role, they use SCE throughout the lesson.
It is hoped that through the findings of this study, English teachers will begin to reflect on their use of SSE and SCE in the different situations of the classroom for the betterment of their teaching and more importantly, pupils' learning of SSE.
Through informal observation, this is not the case. Therefore, what this study attempts to do is to determine the situations in which two secondary school English teachers code-switch to SCE, through the analysis of the discourses of the lessons. The study is based on the hypothesis that teachers would use SCE in the introduction and the conclusion of the lesson where the talk is focused on the pupils, and SSE in the body of the lesson where the talk is focused on the content.
Findings of the study reveal that in lessons where the teaching approach is more of a 'lecture' style, while the teachers use SCE to establish solidarity and build rapport in the introduction and conclusion, they also use SCE within the body of the lesson when they are explaining content. In lessons that involve the teachers taking on a facilitator role, they use SCE throughout the lesson.
It is hoped that through the findings of this study, English teachers will begin to reflect on their use of SSE and SCE in the different situations of the classroom for the betterment of their teaching and more importantly, pupils' learning of SSE.
Date Issued
2005
Call Number
PE1068.S55 Kwe
Date Submitted
2005