Tagalog-English Code-Switching and the Lexicon of Philippine English

Bautista, Maria Lourdes S.

doi:10.1080/13488678.1998.10800994

Cited by 10 publications

(4 citation statements)

References 5 publications

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“…Clearly, English should be used but these teachers use other two languages, considering their geographical location and the linguistic background of their students. This finding finds support to Bautista's (1999) communicative efficiency which means that code switching allows teachers and students use linguistic resources in English and Filipino to negotiate meaning.…”

Section: -Hei3ementioning

confidence: 53%

Analysis on Code Switching Manifested by Filipino High School Teachers

Villanueva,

Bert

2023

Div Journ

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The Philippines as an archipelago is a multilingual community, thus, analyzing discourses are advantageous to its scholars. Hence, the researchers extracted the respondents’ discourses in their online classes and investigated the types and patterns of code switching occurences among 9 teachers through qualitative and quantitative analyses. They adapted the typology by Poplack (1980) and Myers-Scotton (1989). Poplack classified code switching into tag, intersentential, and intrasentential but later, Myers-Scotton added intraword. In the analysis of patterns, the researchers considered Muysken’s (2000) code switching patterns namely insertion, alternation and congruent lexicalization. However, due to limitations of these patterns, only insertion is utilized, and the researchers modified it to fit the context of this study. These are Ilokolish, Taglish and Ilocotaglish – all are forms of insertion with alternate use of languages. Intrasentential code switching has the highest number of occurrence (471) among the utterances of instructors in the classroom followed by intersentential (122), tag (45) and intraword (24). As to patterns, Taglish (346) occurs most frequently among the mixed code utterances of teachers in the classroom followed by Ilocolish (186) and Ilocotaglish (57). It is therefore concluded that switching of codes with different patterns and types happen in Philippine high school classes not only by students but even by teachers. Using code switching in high school classes is found to be beneficial to both teachers and students. Thus, this paper could help teachers regardless of their subject area determine the proper context of switching. Their understanding of students’ discourses could guide them in designing their lessons toward a more effective classroom interaction which lead to quality education.

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Section: -Hei3ementioning

confidence: 53%

Analysis on Code Switching Manifested by Filipino High School Teachers

Villanueva,

Bert

2023

Div Journ

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“…Still, in this case, it surmised that the acceptance of the use of English colloquial words or phrases within a Tagalog version of the questionnaire might likely be for precision. Communicative proficiency is preferred over literal translations, which may compromise construct-specific lexical terms from the original source language [25,26]. This practice is not exclusive to the SPSRC-Tagalog and can be seen in other Tagalog version of health-related outcome measures, especially among the intended constructs within [27,28].…”

Section: Discussionmentioning

confidence: 99%

Examining the Linguistic Equivalency and Cross-Cultural Adaptation of the Sensory Processing and Self-Regulation Checklist- Tagalog Version

2021

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Children's ability to adequately process sensory information from their environments contribute to the development of self-regulation. The increasing prevalence of sensory processing difficulties in both clinical and normative childhood population underscores the need for assessment. However, in the Philippine context, there is no crossculturally validated tool that measures sensory processing and self-regulation among children. Both language equivalency and cultural-relevance should be addressed when translating health-related outcomes. In this study, the accuracy of linguistic equivalency and cultural relevance of the Tagalog version of the Sensory Processing and Self-Regulation Checklist (SPSRC) was validated. Using a multi-step process of forward translation, equivalence of translation testing, backward translation, face, and content validation, and cross-cultural adaptation inquiry, the SPSRC-Tagalog was examined. Adaptation of colloquial English terms was incorporated, and several items whose examples were deemed not culturally relevant were modified to reflect the language and culture it is intended for. The findings in this study support the linguistic equivalency and cultural-relevance of the SPSRC-Tagalog as a single measure of sensory processing and self-regulation abilities of Tagalog-speaking Filipino children that can be used by Filipino occupational therapists. Future studies should further examine its psychometric properties in the target population.

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“…(English teacher 14) Since there was an issue with the limited vocabulary skills of the learners, Tagalog-English code-switching was an extensive occurrence in the Philippines, used in oral communication and increasingly even in informal written communication by young, well-educated Filipinos. (Bautista, 2014) Worse, the utilization of the first language in an English classroom was being employed by teachers, simply because they did not have any choice if they wanted to be understood by the learners.…”

Section: Prevalence Of Struggling Readersmentioning

confidence: 99%

Best Practices of Language Teachers Towards Professional Development: Challenges, Changes, and Reflections

Cruz¹

2022

Am. J. Educ. Technol.

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This research made use of a phenomenological approach to understand profoundly the lived experiences of language teachers towards professional development and optimizing their teacher factors. It aimed to highlight the views of English teachers regarding the teacher factor and professional development, the barriers they encounter in English language teaching, and the ways where they could improve themselves as professional teachers. This qualitative study made use of remote interviews via zoom in analyzing the professional development activities employed by English teachers and the other facets connected to them during the school year 2022-2023. Fifteen (15) English teachers teaching in SUCs or Private HEIs were chosen to be the participants of the study. Semi-structured open-ended questions were asked. Data were manually organized and structured from the interviews and thorough scrutiny of themes and identification of essential features were conducted. It was found that teachers’ ongoing reflection, evaluation, and analysis of their own practices are necessary elements of their professional development as these can support them to construct new teaching theories and improve their performances. Therefore, optimizing the teacher factor must be every teacher’s hunger, concern, and intended purpose. Such development does not only depend on formal learning, but it can also be self-initiated by teachers.

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Tagalog-English Code-Switching and the Lexicon of Philippine English

Cited by 10 publications

References 5 publications

Analysis on Code Switching Manifested by Filipino High School Teachers

Analysis on Code Switching Manifested by Filipino High School Teachers

Examining the Linguistic Equivalency and Cross-Cultural Adaptation of the Sensory Processing and Self-Regulation Checklist- Tagalog Version

Best Practices of Language Teachers Towards Professional Development: Challenges, Changes, and Reflections

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