Tagalog-english code switching as a mode of discourse

Bautista, Maria Lourdes S.

doi:10.1007/bf03024960

Cited by 52 publications

(33 citation statements)

References 5 publications

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“…Taglish Intra-sentential switching is utilized five times more than the use of inter-sentential switching. This finding supports Bautista's (2004) claim that Taglish is the lingua franca in the Philippine cities and Go and Gustilo's (2013) statement that Taglish has gained acceptance among majority of Filipinos as a communicative strategy.…”

Section: Resultssupporting

confidence: 85%

“…Taglish or Tagalog-English code switching or Tagalog-English mix-mix, the alternation of Tagalog and English in the same discourse or conversation (Gumperz, 1982) is said to be "the language of informality among middle class, college-educated, urbanized Filipinos" (Bautista, 2004, p.1). Recently, Bautista (2004) has stated that "Taglish has been viewed as a mode of discourse and linguistic resource in the bilingual's repertoire" (p.1). The finding of this research affirms Bautista's claim that "it is now the lingua franca in the Philippine cities" (p.1).…”

Section: Discussionmentioning

confidence: 99%

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Communicative Aspects of Multilingual Code Switching in Computer-Mediated Communication

Caparas

Gustilo

2017

Indonesian J. Appl. Linguist

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The quintessential role of language has been punctiliously studied relative to intercultural communication, cultural heritage, social development, education, identity construction and many more domains. One forum wherein language is investigated is the Computer-mediated Communication (CMC), which provides a fertile ground for linguistic and sociolinguistic analyses. The present study aims at investigating the preferred codes used in code switching (CS), functions of CS, and the motives of users for employing CS in CMC. The present study was based on the investigation of 200 status updates and 100 wall posts of 50 Facebook accounts of students who are enrolled in a leading state university in Mindanao and professionals who graduated from the same university. Besides English and Filipino, these Facebook users speak various regional languages such as Chavacano, Cebuano, and Tausug. Their posts were analyzed employing eclectic approaches in analyzing inter-sentential and intra-sentential code switching. The findings reveal that the preferred code in their online communication is Taglish. It implies that Taglish is an equalizer, non-privileging, non-discriminating, and more unifying. The primary reason for CS is because of real lexical need. Besides the given categories, the study determined four other reasons for CS, namely: to express ideas spontaneously, to retain native terminology, to express disappointment, and to promote relationship. The findings vouch for the viability of regional languages to co-exist with English and other languages in the gamut of human interactions in the internet.

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Section: Resultssupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Communicative Aspects of Multilingual Code Switching in Computer-Mediated Communication

Caparas

Gustilo

2017

Indonesian J. Appl. Linguist

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“…We categorized most of the reported Philippine languages in this way (e.g., Tagalog) because of evidence of heavy lexical influence of English (Rubino, 2001;Bernardo, 2004) and Spanish (Lipski and Mühlhäusler, 1996;Rubino, 1997;Stolz, 2006;Mattes, 2014). Specifically, English is the default language for many areas of industry (Bernardo, 2004) and has influenced the transformation of formal Tagalog terms into new lexical items (Bautista, 2004). Finally, a score of 4 was assigned to Indo-European languages outside of the Germanic or Romance language families (e.g., Russian) and a score of 5 for languages from within the Germanic or Romance language families (e.g., Spanish).…”

Section: Similarity To English Of Participants' Spoken Languagesmentioning

confidence: 99%

Predictors of Successful Learning in Multilingual Older Adults Acquiring a Majority Language

et al. 2017

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Understanding language learning in later life can elucidate how linguistic experiences and age-specific cognitive skills can be leveraged for language acquisition, providing insight into how lifelong experiences configure our learning capacity. In this study, we examined to what extent acquisition and maintenance of a non-native language (English) is scaffolded by cognitive skills and previous linguistic experiences in older adults; and to what extent these cognitive/linguistic factors predict older learners' success in acquiring novel functional language. We recruited 53 participants who were native speakers of Mandarin, Spanish, Tagalog, and Somali, had continued to learn English as adults, and were currently exposed to majority-English contexts. To identify contributors to participants' English skills, we administered a language history and self-reported proficiency interview, brief cognitive testing, and verbal fluency tasks in L1 and English. We found that digit span and orientation measures were cognitive predictors of English proficiency, while similarity of known languages to English, L1 skills, and English language exposure were linguistic predictors of English skills. To examine participants' ability to maintain language knowledge and to learn new functional English, we also conducted a preliminary longitudinal service-based study in a subset of 19 participants using our Specific-Purpose English Communication System for Seniors (SPECSS) curriculum. In this subset of SPECSS learners, we identified digit span and orientation, but not age, as cognitive predictors of short-term language maintenance. Further, better novel English learning as a result of our curriculum was observed in learners whose other known languages were less similar to English. Findings inform best practices in developing language curricula for older adults, and help generate new hypotheses on preparedness for language learning across the adult lifespan with a possible interaction between cognitive skills and transfer of knowledge from previous languages in multilingual older learners.

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“…In multilingual countries like the Philippines and Malaysia code switching has emerged as a new language variety (Bautista, 2004 ).…”

Section: Teacher: Preciselymentioning

confidence: 99%

Filipino – English Code Switching Attitudes and Practices and Their Relationship to English Academic Performance among Freshman Students of Quirino State University

Valerio¹

2015

IJELT

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The pedagogical and communicative functions of classroom code switching has always been a controversial predicaments among multilingual nations especially along language teaching and learning contexts. This study describes the socio-linguistic phenomenon of code switching among Freshmen students of Quirino State University considering Quirino as a multi-dialectal and multi-cultural Province. This study dealt with the following objectives :(1) to determine the profile of the respondents in terms of course, gender, ethnic affiliation ;and type of high school the respondents have graduated from;( 2 ) to determine the respondents' attitudes toward Filipino language; toward English as the second language; toward English Code-switching; and toward Code-Switchers; (3) to determine the reasons of code switching among students;(4) to assess the significant differences on the attitudes of the respondents toward code switching if they will be grouped according to their profile. (5) to determine the respondents' academic performance in English; (6) to determine the respondents' academic grades in their Filipino subjects; and (7) to assess the significant relationship between the respondents' attitude toward code switching to their English academic performance.This study is anchored with Jacoby's Psycholinguistics theory (Jacoby, 1983): The Linguistic Priming Theory. This theory states that code switching should not be encouraged in second language classroom because: (a) code switching either by the instructor or by the learners can heighten the use of non-target forms producing deviant linguistic patterns and (b) learners are sensitive to variations in these patterns.The researcher used questionnaires to obtain the necessary data needed including the respondents' profiles. The respondents' attitudes towards code switching and their grades in English subject were correlated together. Stratified random sampling was used to determine the number of respondents. The profile of the respondents as to course, gender, type of high school they graduated from; and ethnic affiliation were determined using frequency count and percentage. Mean was used to describe the attitudes of the respondents toward English as the second language; toward Filipino language; attitudes regarding Filipino -English Code-switching; toward Code-switchers; and the reasons for code switching. ANOVA and T-test were used to assess the significance difference on the attitude toward code switching when the respondents were grouped according to their profile. Chi -square test was used to correlate the respondents' attitude toward Filipino language to their Filipino academic grades and to determine the significant relationship between the respondents' academic English performance and their attitudes toward code switching.The following are the highlights of the study: (1) Majority of the respondents are taking up Information Technology and Computer Science courses; females; Ilocanos and most of them were graduates from public high schools. (2) Majority of th...

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Tagalog-english code switching as a mode of discourse

Cited by 52 publications

References 5 publications

Communicative Aspects of Multilingual Code Switching in Computer-Mediated Communication

Communicative Aspects of Multilingual Code Switching in Computer-Mediated Communication

Predictors of Successful Learning in Multilingual Older Adults Acquiring a Majority Language

Filipino – English Code Switching Attitudes and Practices and Their Relationship to English Academic Performance among Freshman Students of Quirino State University

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