title: Teachers’ and students’ attitudes and practices regarding code switching in writing: A study in selected primary schools in St. Lucia.

authors: Auguste-Walter, Berthina

subjects: code switching

abstract: This study was conducted in three primary schools in St. Lucia, a multilingual country situated in the Caribbean. The goal of this research was to investigate teachers’ and students’ attitudes and practices regarding the use of code switching in the academic writing of Grade 5 primary school students. For the purpose of this study code switching is defined as a phenomenon in which speakers [writers] switch back and forth between two separate languages and/or dialects (Schecter & Bayley, 1997). Code switching for bilinguals is “a way of saying that they belong to both worlds, and should not be forced to give up one for the other” (Zentella, 1997, p. 114). There are four major aims in this study. First the study aims to document the nature of code switching in students’ written texts. Second, the study focuses on examining both teacher and student views of Kwéyòl influenced code switching in students’ writing. The third aim is to identify whether acceptance of code switching in students’ written texts can be used positively to support their writing. The final aim is to evaluate the impact of teachers’ feedback on students’ written texts. A mixed-method approach was used to gather data for this research. The teachers’ interview was conducted with three Grade 5 teachers from three different primary schools. Questionnaires were also distributed to the other teachers on staff of each of the three Primary schools involved in this study. Selected students of the Grade 5 classes were part of the focus group interview. The students’ written scripts were also analysed and used during the focus group discussion, where students were able to provide reasons for certain statements in their text which reflected code switching. A thematic approach was used for the data analysis and this provided in depth knowledge of how teachers and students felt about code switching in their writing. A major finding was the teachers’ contradictory responses in terms of their attitudes and practice related to code switching. Some teachers commented that the use of the L1 would have a negative impact on the acquisition of Standard English. The importance of students learning the ‘proper’ structures of Standard English was highlighted as a major factor in assisting students in becoming communicatively competent. Although some teachers held a negative view of code switching practices in students’ writing, others were indeed pleased that some students were able to use their L1 to express their intended meaning. Moreover, the study found important differences in the attitudes between the individual teachers in the three different schools The responses from the teachers also indicated that code switching would be more effective in some genres of writing. This suggests that there is some kind of acceptance of code switching in students’ writing. The majority of the teachers agreed that code switching could be used positively to teach Standard English. However, teachers felt that they needed further information on the phenomenon in order to make informed decisions and assist students more effectively in their writing. There were other responses suggesting that there are positive attitudes towards code switching. What was of great interest was that some of the students’ attitudes mirrored those of their teachers, suggesting that teacher attitudes, beliefs and perhaps school ethos play a major role in changing the attitudes of the most important stakeholders, the children. The research highlighted the effective role that teachers’ attitudes and metalinguistic awareness, or lack of it, play in the language learning classroom, particularly in a multilingual society. Teachers need to be aware of the importance of metalinguistic awareness and should aim at exploring ways to promote language learning among students. This study also makes an important contribution to understanding how attitudes and practices in bilingual contexts and the use of language varieties in second language development are related. In conclusion, the study highlights the urgent need for all stakeholders to work collaboratively to finalise a draft literacy policy and plan document that might support bilingual and/or multilingual development of all students in the linguistically and culturally diverse classrooms.

text: Teachers’ and students’ attitudes and practices regarding code switching in writing: A study in selected primary schools in St. Lucia. This study was conducted in three primary schools in St. Lucia, a multilingual country situated in the Caribbean. The goal of this research was to investigate teachers’ and students’ attitudes and practices regarding the use of code switching in the academic writing of Grade 5 primary school students. For the purpose of this study code switching is defined as a phenomenon in which speakers [writers] switch back and forth between two separate languages and/or dialects (Schecter & Bayley, 1997). Code switching for bilinguals is “a way of saying that they belong to both worlds, and should not be forced to give up one for the other” (Zentella, 1997, p. 114). There are four major aims in this study. First the study aims to document the nature of code switching in students’ written texts. Second, the study focuses on examining both teacher and student views of Kwéyòl influenced code switching in students’ writing. The third aim is to identify whether acceptance of code switching in students’ written texts can be used positively to support their writing. The final aim is to evaluate the impact of teachers’ feedback on students’ written texts. A mixed-method approach was used to gather data for this research. The teachers’ interview was conducted with three Grade 5 teachers from three different primary schools. Questionnaires were also distributed to the other teachers on staff of each of the three Primary schools involved in this study. Selected students of the Grade 5 classes were part of the focus group interview. The students’ written scripts were also analysed and used during the focus group discussion, where students were able to provide reasons for certain statements in their text which reflected code switching. A thematic approach was used for the data analysis and this provided in depth knowledge of how teachers and students felt about code switching in their writing. A major finding was the teachers’ contradictory responses in terms of their attitudes and practice related to code switching. Some teachers commented that the use of the L1 would have a negative impact on the acquisition of Standard English. The importance of students learning the ‘proper’ structures of Standard English was highlighted as a major factor in assisting students in becoming communicatively competent. Although some teachers held a negative view of code switching practices in students’ writing, others were indeed pleased that some students were able to use their L1 to express their intended meaning. Moreover, the study found important differences in the attitudes between the individual teachers in the three different schools The responses from the teachers also indicated that code switching would be more effective in some genres of writing. This suggests that there is some kind of acceptance of code switching in students’ writing. The majority of the teachers agreed that code switching could be used positively to teach Standard English. However, teachers felt that they needed further information on the phenomenon in order to make informed decisions and assist students more effectively in their writing. There were other responses suggesting that there are positive attitudes towards code switching. What was of great interest was that some of the students’ attitudes mirrored those of their teachers, suggesting that teacher attitudes, beliefs and perhaps school ethos play a major role in changing the attitudes of the most important stakeholders, the children. The research highlighted the effective role that teachers’ attitudes and metalinguistic awareness, or lack of it, play in the language learning classroom, particularly in a multilingual society. Teachers need to be aware of the importance of metalinguistic awareness and should aim at exploring ways to promote language learning among students. This study also makes an important contribution to understanding how attitudes and practices in bilingual contexts and the use of language varieties in second language development are related. In conclusion, the study highlights the urgent need for all stakeholders to work collaboratively to finalise a draft literacy policy and plan document that might support bilingual and/or multilingual development of all students in the linguistically and culturally diverse classrooms.

year: 2011

title: Does Video Priming and Video Modelling help to reduce anxiety and increase social behaviours for adults who have a diagnosis of Autism Spectrum Disorder or Intellectual Disability when starting paid employment?

authors: Humphrey-Rush, Amanda Margaret

subjects: autism

abstract: Employment rates for adults with Autism Spectrum Disorder (ASD) and Intellectual Disability (ID) are much lower than the general population. Social skill difficulties and experiences with anxiety are thought to be contributing factors to this low employment rate. This study incorporated two Video-based Interventions (VBI’s), Video Priming (VP) and Video Modelling (VM), to address anxiety and social skill difficulties for 2 adults with disabilities who were starting work in a supported employment service. Both participants
were adult males, one of whom had an ASD diagnosis, and the other who had an ID diagnosis. VP was used to provide a preview of the expected events at the beginning of the first day at work, in an attempt to reduce anxiety associated with starting a new job. Anxiety levels of the participant who did receive VP were compared to those of the participant who did not receive VP. Results showed a decrease in anxiety for the participant who received the VP intervention and suggested that VP may improve experiences of anxiety for people with ID and ASD who are starting a new job. VM was implemented in this study to teach target social behaviours to participants, with an aim of increasing these behaviours. Results for each participant showed increases in many, but not all, of the target social behaviours, but these increases were not maintained over time and returned to baseline levels. Overall, this research provides support for VBI’s as an intervention to reduce challenges such as anxiety and social skill deficits for adults with ASD and ID starting work. Recommendations have been made in regard to conducting further research to continue exploring the use of VP to reduce anxiety relating to starting as this is a developing area of information, and where adjustments can be made to the VM intervention to further evaluate the effectiveness of this.

text: Does Video Priming and Video Modelling help to reduce anxiety and increase social behaviours for adults who have a diagnosis of Autism Spectrum Disorder or Intellectual Disability when starting paid employment? Employment rates for adults with Autism Spectrum Disorder (ASD) and Intellectual Disability (ID) are much lower than the general population. Social skill difficulties and experiences with anxiety are thought to be contributing factors to this low employment rate. This study incorporated two Video-based Interventions (VBI’s), Video Priming (VP) and Video Modelling (VM), to address anxiety and social skill difficulties for 2 adults with disabilities who were starting work in a supported employment service. Both participants
were adult males, one of whom had an ASD diagnosis, and the other who had an ID diagnosis. VP was used to provide a preview of the expected events at the beginning of the first day at work, in an attempt to reduce anxiety associated with starting a new job. Anxiety levels of the participant who did receive VP were compared to those of the participant who did not receive VP. Results showed a decrease in anxiety for the participant who received the VP intervention and suggested that VP may improve experiences of anxiety for people with ID and ASD who are starting a new job. VM was implemented in this study to teach target social behaviours to participants, with an aim of increasing these behaviours. Results for each participant showed increases in many, but not all, of the target social behaviours, but these increases were not maintained over time and returned to baseline levels. Overall, this research provides support for VBI’s as an intervention to reduce challenges such as anxiety and social skill deficits for adults with ASD and ID starting work. Recommendations have been made in regard to conducting further research to continue exploring the use of VP to reduce anxiety relating to starting as this is a developing area of information, and where adjustments can be made to the VM intervention to further evaluate the effectiveness of this.

year: 2020

title: Indigenous knowledge, methodology and mayhem: What is the role of methodology in producing indigenous insights? A discussion from Mātauranga Māori

authors: Smith, Linda Tuhiwai

abstract: The emergence of an academic discourse called Indigenous knowledge internationally, and mātauranga Māori in Aotearoa New Zealand, presents some substantive challenges to concepts of knowing and being, of knowledge creation, knowledge work and the making of meaning. These challenges engage us across philosophical, disciplinary, institutional, inter-generational, territorial and community boundaries, presenting an opportunity to imagine this field anew, and the theories and methodologies that inform contemporary Māori or Indigenous Studies. This article raises some discussion about ‘research methodologies’ being used when discussing mātauranga Māori and Indigenous knowledge (hereafter referred to as IK mātauranga). Research methodologies are often associated with specific disciplines of knowledge and viewed as the primary if not singular way in which knowledge is generated. Arguably, IK mātauranga occupies a different knowledge space from traditional academic disciplines, including their transdisciplinary interstices. This article speaks to a gnawing sense that mayhem is at play, as the academic work around IK mātauranga begins to consolidate and become institutionalised away from its indigenous communities and contexts, where it began and where it still informs identities, ways of living and being.

text: Indigenous knowledge, methodology and mayhem: What is the role of methodology in producing indigenous insights? A discussion from Mātauranga Māori The emergence of an academic discourse called Indigenous knowledge internationally, and mātauranga Māori in Aotearoa New Zealand, presents some substantive challenges to concepts of knowing and being, of knowledge creation, knowledge work and the making of meaning. These challenges engage us across philosophical, disciplinary, institutional, inter-generational, territorial and community boundaries, presenting an opportunity to imagine this field anew, and the theories and methodologies that inform contemporary Māori or Indigenous Studies. This article raises some discussion about ‘research methodologies’ being used when discussing mātauranga Māori and Indigenous knowledge (hereafter referred to as IK mātauranga). Research methodologies are often associated with specific disciplines of knowledge and viewed as the primary if not singular way in which knowledge is generated. Arguably, IK mātauranga occupies a different knowledge space from traditional academic disciplines, including their transdisciplinary interstices. This article speaks to a gnawing sense that mayhem is at play, as the academic work around IK mātauranga begins to consolidate and become institutionalised away from its indigenous communities and contexts, where it began and where it still informs identities, ways of living and being.

year: 2016