An Analysis of Language Alternation in Teacher Talk Among Bilingual Sceience and Mathemics Teachers: Inputs to the to Multilingual Education Bridging Plan

This descriptive-qualitative study aimed to describe and analyze the language/s used by bilingual science and mathematics teachers in delivering instruction and managing their online synchronous classes. Likewise, it explored their reasons for alternating languages and how such could contribute to the existing multilingual education bridging plan. One science teacher and two mathematics teachers participated in the study. It employed various means of data collection methods such as participant observation, content analysis, stimulated recall, and semi-structured interviews. Data were analyzed using the Analysis of Speech units and teacher talk typology. As for the reasons for language alterations, data were analyzed thematically. Results revealed that Filipino and English were used to varying degrees; teacher talks were most instructional and were used to give explanations, acknowledgments, and reminders while management talks were used to chat with students, ask them to do something, encourage them, and give turns and instructions. Reasons for such alterations included consideration for learners, improvement of content, development of instructions, and facilitation of interaction. Thus, specific use of L1 and L2 as language of learning and instructions served as inputs to the existing multilingual education bridging plan. In terms of L1, teachers can use it for reinforcement, explanation of local concepts, and valuing. In terms of L2, teachers can use it in the initial presentation of new lessons and explanations of previous lessons, practicing class routines, and concluding lessons. Nevertheless, it is recommended that similar studies be done in other contexts and that the suggested inputs to the bridging plan be validated on learners.