An analysis on teacher talk in multiethnic and multisited classes

Abstract

Teachers in multiethnic and multisited classes consider the aspects of both English and learners’ culture as well as learning contexts for their talk to achieve meaningfulness. This research focuses on teacher talk, specifically linguistic variations containing code switching, code mixing, construction, and obstruction. The research subjects are two lecturers from the departments of education and communication. Data is collected through observations, interviews, and questionaires. Then, it is analyzed using percentages and discourse analysis. This research finds that the teacher talk contains minimum number of utterances describing ethnic messages. It is approximately 1% of the teacher talk containingcode switching, code mixing, construction, and obstruction.