World Applied Sciences Journal 15 (Innovation and Pedagogy for Lifelong Learning): 18-22, 2011

ISSN 1818-4952
IDOSI Publications, 2011

Teachers Code-Switching as Scaffolding in Teaching Content Area Subjects

1
Hamidah Yamat, 1Nooreiny Maarof, 2Tengku Noorizan Tg Mohd Maasum,
1
Effandi Zakaria and 1ElJafri Zainuddin

1
Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia
2
Faculty of Social Science and Humanities,
Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia

Abstract: The socio-cultural theory propagates that teachers scaffolding enhances students language
learning and that scaffolding comes in various forms and at various points of learning. This paper presents a
study on the teaching and learning of content area subjects - science and mathematics in English that
illuminated the role of code-switching as a form of teachers scaffolding. The study involved secondary school
children and teachers in eight schools from four zones in Peninsular Malaysia. The data discussed in this study
was gathered from interviews with 24 teachers. The findings illustrate the problems students and teachers face
in the teaching and learning process of these subjects; and that teachers had to code-switch as the interchange
of language by the teachers was necessary to scaffold students learning of these subjects.

Key words: ETeMS Code-switching Scaffolding Language learning Language interchange

INTRODUCTION of its implementation, an analysis of the responses

The socio-cultural theory as advocated by Vygotsky
propagates the influence of culture, peers and adults on
childrens language learning [1]. This refers to his concept
of "zone of proximal development" (ZPD) which is the
difference in a child's performance when he/she attempts
a problem on his/her own when an adult or an older child
provides assistance. This assistance is termed
scaffolding which comes in various forms and at various
points of learning. In the context of this study, teachers
code-switching is seen as a strategy used to scaffold
students learning. This study explores the role of code-
switching as a strategy to scaffold students learning in
the teaching and learning of two content subject areas,
namely Mathematics and Science in English.
Teaching and Learning of Mathematics and Science
in English (EteMS): The teaching and learning of
Mathematics and Science in English (EteMS) or in the
Malay language - Pengajaran dan Pembelajaran Sains
dan Matematik dalam Bahasa Inggeris (PPSMI) was an
educational reform implemented in January 2003. This
move was taken to address the declining standard of
English among Malaysian students and to ensure
Malaysias future economic competitiveness and its
industrial and technical progress [2]. However, after a year
obtained from teachers and students involved in the
reform revealed that the programme had failed to provide
a positive impact on the students use of the English
language [3]. The study also reported that the teachers
were not able to implement the ETeMS in an interactive
manner because the students did not participate actively
in the teaching and learning process; the students were
not confident and ready; and their anxiety level was high
during the implementation of this reform. The data also
revealed significant differences in the use of the English
language in terms of the students background, ethnic
groups and socioeconomic status; that the students who
benefited from the reform were students from urban areas,
non-Malay students and students who had a higher
economic status. Meanwhile, students from rural areas,
Malay students and low-socioeconomic-status students
did not benefit from the reform. Another study by [4] on
students self efficacy and achievement while undergoing
the ETeMS showed that the use of English language as
the medium of instruction had an effect on students self
efficacy and thus contributed to their achievement in
mathematics and science.
Presently, various arguments and facts are being put
forth against the teaching of mathematics and science in
English, even though schools have been implementing
the reform since the year 2003, a half a decade ago. Many

Corresponding Author: Hamidah Yamat, Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia.
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 World Appl. Sci. J., 15 (Innovation and Pedagogy for Lifelong Learning): 18-22, 2011
question the psychological, social and cognitive
implications of learning mathematics and science in
English, especially when the language is a second/foreign
language to the learners [3]. Issues of misplaced and weak
identity and the detrimental effects of learning content
subjects in a second or foreign language have also been
frequently raised in past studies [5]. It was finally
announced that the implementation of ETeMS will be
totally abolished by the year 2012 [6]. [7] discussed
whether or not ETeMS should be abolished. They
reserved the findings of their study that ETeMS should
be abolished on the belief that more big-scale studies
involving different types of schools should be carried out
before a decision is made.
Scaffolding: Scaffolding theory describes the social
and instructional support for students learning new
concepts. Scaffolding instruction as a teaching
strategy originates from Vygotskys sociocultural
theory and his concept of ZPD that is the distance
between what children can do by themselves and the next
learning that they can be helped to achieve with
competent assistance ... and the role of teachers and
others in supporting the learners development and
providing support structures to get to that next stage
or level [8]. The scaffolds facilitate a students ability
to build on prior knowledge and internalise new
information. The activities provided in scaffolding
instruction are just beyond the level of what the learner
can do alone [9]. The more capable, other in this case
the teachers provide the scaffolds so that the learner
can accomplish (with assistance) the tasks that he or she
could otherwise not complete, thus helping the learner
through the ZPD [10].
An important aspect of scaffolding is that the
scaffolds are temporary. As the learners ability increases,
the scaffolding is progressively withdrawn. Finally the
learner is able to complete the task or master the concepts
independently [11]. [12] in her study on metacognitive
strategies also concluded that on the importance of
facilitating students to be involved in activities that
can help them become expert learners who are
independent of their own learning. Therefore the goal of
the teachers when using the scaffolding strategy is for
the student to become an independent and self-
regulating learner and problem solver [13]. In other
words, as the students knowledge and learning
competency increases, the teacher gradually reduces
the assistance (code-switching).
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Code Switching: Code switching (CS) may be defined as
the alternation between two or more languages in a
speakers speech. It is believed that CS occurs naturally
or subconsciously as an indicator of bilinguality [14]; as
well as consciously as there are functions and intentions
assigned to this behaviour [15]. Regardless of how CS is
defined, in multilingual communities such as Malaysia, CS
is a widespread phenomenon that extends from daily life
and workplaces, which may be subconscious as it is for
communication purposes; to classrooms in which specific
languages have been instituted as the official languages
of instruction [16, 17], which may be a conscious act. As
[18] maintains that when two languages co-exist, the
possibility to codeswitch from one language to the other
(language interchange) among interlocutors with similar
linguistic background often takes place. The question
however is why and when do speakers code switch.
In the context of this study - ETeMS, the
consequence of change in the language of instruction
inevitably, leads to change in teaching practice. In order
to compensate for students weakness in the English
language, a teacher may begin teaching in the class first
using English and then repeats the explanation in Malay
for the benefits of those who have low English
proficiency. This means that more time will be needed to
convey the same concept(s). In fact, in the implementation
of ETeMS, it is recommended that teachers continue to
carry out code switching when conducting their
mathematics and science lessons. In addition, teaching
strategies may need to be modified so that students will
not be denied quality mathematics and science education.
However, the question is how much should teachers code
switch and when do they need to code switch? Similarly,
is code switching a means to scaffold students learning
or is it an indicator of teachers competency to teach
these subjects in English? It is not enough to be just
proficient in the English language, teachers should also
be competent to teach these subjects using English. This
is because both mathematics and science require different
ways of thinking. In the context of ETeMS, teachers who
have been teaching these subjects in the mother tongue
have now to teach in English.
Hence, it is important that teachers competency to
teach mathematics and science in English be assessed.
Testing teachers competency to teach these subjects in
English can assist in identifying the problems - linguistic,
conceptual, or psychological, that teachers face when
they use English to teach the content area subjects.
Results from the test, together with other forms of
 World Appl. Sci. J., 15 (Innovation and Pedagogy for Lifelong Learning): 18-22, 2011
evaluation, can assist administrators in schools in making
decisions in assigning capable teachers to teach the
various levels of classes. Teachers with language
problems can be provided courses and skills upgrading to
help them in their self-development and to encourage
lifelong learning. Attempting the test can also help build
teachers confidence and help motivate them to improve
their English language.
Therefore, the aim of this study was to develop a test
to assess teachers general English language competency
in the teaching of mathematics and science for Forms 1, 2
and 4. In doing so, the study also aimed to investigate the
problems faced and the compensation actions taken by
current Forms 1, 2 and 4 teachers in ETeMS.
MATERIALS AND METHODS
The study employed a mixed method design which
involved the use of a survey questionnaire, interview and
the development of a competency test. The reliability
(Cronbachs alpha) index of the questionnaire is 0.80. As
for the interviews, an interview protocol was employed as
a guide for the interview questions which basically
revolved on how and why the teachers code switch as a
means of scaffolding their students learning. The
interviews were tape-recorded and verbatim transcriptions
were produced to identify the themes. The themes were
then categorized. A stratified random sampling of teachers
was employed based on four zones: northern, central,
southern and eastern part of Peninsular Malaysia. Six
hundred questionnaires were distributed with a return rate
of 89%, 24 teachers were interviewed.
RESULTS AND DISCUSSION
The following illustrates the findings related to CS
as gathered from the questionnaires and interviews.
Findings of the questionnaire are presented in
percentages while excerpts of the teachers responses
(in italic) are presented for the interview findings.
Results from the questionnaires showed that the
majority of the teachers reported using the national
language - Bahasa Melayu, between 60% and 70% of the
time in teaching mathematics and science. They used
Bahasa Melayu when they needed to: help their students
understand (87.5%), adjust the degree of formality of their
English to help students understand (87.3%), translate
from English to Bahasa Melayu or from Bahasa Melayu
to English to clarify math/science ideas/concepts. These
20
indicate that the teachers perceived that they had to use
Bahasa Melayu to assist students understanding and
learning. The findings also show that these teachers
rationalised that they used Bahasa Melayu in order to
help weak students (65%), clarify ideas (54.9%), explain
ideas (48.5%), discipline student (25.8%), give instruction
(24.7%), demonstrate procedures/activities (24.3%) and
finally to praise students (15.4%). These indicate that in
instances where other means of conveying messages can
be employed, teachers code switch less; such as when
demonstrating procedures/activities where teachers could
use gestures and other materials for demonstrating
concepts.
The interviews were to gather insights on teachers
code switching. Two main categories were identified
based on the teachers responses. First, how the teachers
code switched and second, why they code switched.
According to the teachers, they code switched by
explaining again using Bahasa Melayu, especially when
students ask to translate English to Malay when the
topic is quite difficult. The teachers also felt that teaching
mathematics and science in English is like translating
everything in the text book into Bahasa Melayu.
Nevertheless, the teachers felt that their students
understanding while learning in English is low so need
to use Bahasa Melayu to explain. Also, the students
prefer to learn in Bahasa Melayu and they even ignore
the method that they have to answer in English because
they do not understand most of the words in English so
when teachers use English, students do not give good
response. Students do not give attention because they
cannot understand the concept explained in English.
So when teacher explain and ask in English, students
usually respond in Bahasa Melayu students cannot
express confidently in English. For students in the last
classes, they cannot master mathematics skills effectively
need to repeat every activity. They have difficulty
understand concept. The students tend to translate into
their mother tongue and then only try to understand the
information of mathematics and science. Most students
are weak in English subject so difficult to understand
Science and Mathematics subjects. One of the teachers
said that most of the students [she] taught cant
understand the lesson given well except when [she]
translate[s] in Malay while explain[ing] and write[ing] in
Malay for any words that strongly difficult. Even when
reading, book that have two languages the students still
refer to the Malay section although teachers instill in
English.
 World Appl. Sci. J., 15 (Innovation and Pedagogy for Lifelong Learning): 18-22, 2011
In relation to the teachers competency to teach
mathematics and science in English, the teachers said that
teachers themselves are not competent in English. One
teacher said that [she] could not explain concepts well in
English explanation of concepts in Bahasa Melayu is
more convincing. A teacher admitted that [she] could not
explain or give further related idea in English. A teacher
also said that when she tries to use English totally, [she]
feels tense and the class becomes passive. Also,
students activeness becomes limited because they could
not read questions find difficulty to understand
sentences in instructions do not understand what is
expected in questions. These responses illustrate the
teachers code switched because students do not
understand as well as teachers are not fully competent to
teach these subjects in English. Both reasons indicate
that code switching is a means to scaffold students
learning.
Mathematics is a unique and powerful way of
viewing the world to investigate patterns, order,
generality and uncertainty. Teachers help students to
know what mathematics is, how to do mathematics, and
when and where to use it. They teach their students to
apply relevant mathematical knowledge, processes and
strategies in both life-related and purely mathematical
contexts. They foster deep understanding by encouraging
higher order thinking teaching students to identify
and analyze information, pose and solve mathematical
problems, make informed decisions, and reflect on the
reasonableness of their solutions. Meanwhile, in studying
science, teachers help students understand the nature of
the world around them using distinctive ways of thinking
about and explaining events and phenomena. Through
science, teachers foster students curiosity, imagination
and wonder and promote perseverance, cooperation and
collaboration. They prepare students to be sceptical and
to question claims made by others. Teachers provide
authentic Science experiences to develop essential
knowledge, attitudes and skills that help students become
scientifically-literate community members capable of
making informed decisions about the environment and
their own health and well-being.
Both subjects require students to understand
concepts which are conveyed and explained by the
teachers in a language that students understand. Thus,
teachers responded that students had difficulty
understanding concepts or principles in English so
need to repeat in Bahasa Melayu. It is the suitable medium
to help students understand. As it is a policy that these
subjects are taught in English, teachers have no choice
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but to carry out the policy. However, teachers resort to
code switching as a means of scaffolding students
learning.
CONCLUSION
It can be concluded in this study that code switching
is inevitable in the context of ETeMS as it is a means of
scaffolding students learning. One aspect that needs to
be learnt from the implementation of ETeMS is that
regardless of what educational changes that take place,
the role of teachers assistance or scaffold is pertinent to
ensure that changes are positive and that learning can
take place provided that teachers assist students in their
learning. In the context of this study it is scaffolding via
code-switching. This confirms Vygotskys theory of
learning that scaffolding necessitates learning. This
assistance comes in many ways and at various stages.
Then, as one becomes more independent, he/she may be
left to do his/her own learning as they become experts.
After all, learning is a lifelong process.
ACKNOWLEDGEMENT
The study was funded by the University Research
Grant under the code UKM-GUP-TKS-08-09-251.
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