Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, background of the study, statement of the problem,

theoretical framework, conceptual model, significant of the study, hypothesis, scope and definition

of terms.

Introduction

Code-switching is the alternating use of two or more languages in teaching and learning

for easy acquisition of data by learners. Code-switching has positive effects on learners and

teachers (Ahmad, 2009 and Promnath, 2016). Researchers like Ibrahim (2013), Promnath (2016)

and Then (2009) have explained that the majority lecturers show positive attitudes towards code

switch, however believe that code-switching ought to be moderate. the varsity location has bound

effects on however a learner learns English. Learners WHO are in rural areas are negatively

affected than those that are in cities (Simasiku, 2015).

It also refers to the follow of alternating between 2 or additional languages or sorts of

languages in a speech communication. What is more, code-switching refers to the act within which

the speaker diverts from his/her language, idiom or speaking vogue so as to suit the listener’s

setting (Gonzalez, 2017). Faculties currently have lecturers from outside the region, and these

lecturers generally use to would like they were teaching learners WHO speak a similar home

language as theirs, as this might have created learning easier. Each learners and lecturers code-

switch and this has a bearing on learning Filipino.

1
 Code-switching could be a development that exists in bilingual societies wherever folks

have the opportunity to use 2 or additional languages to speak. Having the ability to talk quite one

language, bilinguals will code-switch and use their languages as resources to seek out higher ways

to convey which means. Code-switching may be outlined as: “the alternation of 2 languages inside

one discourse, sentence, or constituent” (Jamshidi & Navehebraim 2013). There are many

functions of code-switching like filling linguistic gaps, expressing ethnic identity and achieving

explicit discursive aims (Bullock & Toribio 2009:2). These different functions are divided into 2

dominant approaches; the linguistics approach and therefore the grammatical approach (Auer

1998:3; Hamers & Blanc 2000:260). The sociolinguistic approach to code-switching focuses on

variables such as: “the topic of conversation, the participants, the setting, the affectional facet of

the message” (Hamers & Blanc 2000:266). This kind of code-switching is used as a marker of

grouping membership and identity and has been found to pass right down to younger generations

even though they may be instructed solely English as they become old (Hamers & Blanc 2000:266,

267). Hence, factors relating to variations in linguistic behaviors between e.g. individual

conversations, social categories and ethnic teams are relevant to our understanding of code

switching (Gardner-Chloros 2009:97). Code-switching and gender is additionally a vicinity of the

3 sociolinguistic approach. A study in Gambia in 1995, as an example, found that men code

switched double the maximum amount as girls. However, the leads to this study indicated that

these differences were conjointly connected to what community the lads and ladies belonged to,

except for their gender (Gardner-Chloros 2009:109).

Code switching as defined by Dictionary.com (2010) is the alternate use of two or more

languages or varieties of language, especially within the same discourse. To Allwords.com (2010),

it is the phenomenon of alternating between two or more languages during spoken conversation.

2
These definitions are true in the Philippine setting for many Filipinos are bilingual. Some of them

could alternately speak Filipino, English and/or other vernaculars depending on the domain of

situation. Thus, Filipino language today is widely influenced by various cultures and languages

resulting to code switching.

Crystal (1987) as mentioned in Skiba (1997) suggests that code shift occurs when a

bilingual individual alternates between 2 languages throughout his/her speech. A bilingual speaker

is capable of human action, to variable extents, during a second language. To Crystal (1987), “this

includes people who create irregular use of a second language, are able to use a second language

however haven't for a few time (dormant bilingualism) or those who have extensive talent during

a second language”. this sort of alteration, or code switching, between languages happens

unremarkably amongst bilinguals and should take a number of various forms, as well as alteration

of sentences, phrases from each language succeeding one another and shift during a long narrative.

Berthold, Mangubhai and Bartorowicz (1997) supplement the definition of code shift, thus, so

much with the notion that it happens wherever 'speakers modification from one language to a

different within the thick of their conversations'. In the academia, several English lecturers for

awfully while have been encouraging their students to use L2 rather than L1 within the language

classroom to maximize the amount of your time spent victimization the target language and to

boost learning potency. Some lecturers are prohibiting students from victimization their natural

language. Some are imposing policies or perhaps penalties to their students World Health

Organization speak in their L1.

The study of Eldridge (2004) represented and analyzed the code-switching of young

learners in a very Turkish lycee. It showed that “there is not any empirical proof to support the

notion that proscribing natural language use would essentially improve learning efficiency, which

3
the bulk of code switching in the room is very purposeful, and associated with education goals.”

He urged that: “the issue of however we have a tendency to treat language alternation within the

classroom is of central methodological importance and it will be argued that has huge implications

for active language lecturers. it's thus, very important that we have a tendency to perceive precisely

its causes, motivations, and effects, which till that point we have a tendency to avoid creating rash,

censorial judgments on its classroom manifestations” (Eldridge 2004).In response to Eldridge’s

recommendations, this paper focuses on analyzing the occurrence of code shift within the

discourse of scholars in a very Philippine Literature category. Specifically, it aims to assess the

frequency of code shift among the respondents; determine the styles of code switching that are

performed by the respondents; and explain the explanation why they perform code switching in

their utterances.

Code-switching (CS) in schoolroom instruction has recently received abundant attention

among Filipino students. Additional specifically, there's this move to look at metal as a resource

for teaching and learning, and this proposal was initiated and espoused by Bernardo in 2005. He

said: code-switching is a legitimate and potent resource for learning and teaching for bilingual

students and academics, which we tend to [Filipinos normally and stakeholders in Philippine

education in particular] ought to relax our language prescription in formal faculty environments to

permit students and academics to learn from the utilization of this efficacious resource of

developing data and understanding. [emphasis added] (p. 163) Bernardo’s (2005) proposal has

been supported with empirical evidences by Borlongan (2009), Borlongan, Lim, and Roxas (in

this issue), and Martin (2006a, 2006b). And even in my current project to develop a

compartmentalization of the functions of metal in West Germanic language categories within the

Philippines, it looks that, supported the analysis of the functions of metal in West Germanic

4
language categories, it is vital to fret that metal doesn't essentially mean lack of competency in

English. It is used with a purpose, and will even be used as a resource within the teaching and

learning of English in the Philippines.

And so, this suggestion on language-in-education policy and political is given by Bernardo

(2005): what is required in multilingual instructional communities may be a inventive and

pragmatic approach to shaping however language may be employed in facilitating student learning

and achievement. The approach might have to permit the varied agents within the learning process

to flexibly hash out however the varied proficiencies may be best appropriated in specific learning

episodes and contexts. He points out that multilingualism mustn't be thought of downside in

teaching and learning however must really be used as a resource by academics and students in

facilitating the training method.

Bernardo (2007) predicts that a holistic understanding of the socio-psycholinguistic reality

of multilingualism within the Philippines ought to create teaching and learning in Philippine

colleges, colleges, and universities empowering in terms of economical use of language in

communication on the a part of the scholars. Thus said, discourses on caesium recommend some

reflective on current implementing policy: Do they still mirror the psycho-sociolinguistic reality

of multilingualism within the Philippines? Additional importantly, do these language-in-education

policies aid in teaching and learning in schools? Or they hinder teaching and learning instead?

These policies ought to undoubtedly be rephrased, guided by the present views in applied

linguistics. Of course, reviewing these policies might take time, and every one the burden at the

instant can fall on the shoulders of the room academics. they ought to thus be created aware,

perhaps through teacher coaching, each pre- and in-service, of a way to negotiate between

adherence to the implementing policies and sensitivity to the psycho-sociolinguistic reality of

5
multilingualism within the Philippines. Caesium ought to be accorded the title it deserves, as long

because it doesn't hinder learning and teaching, above all that of English language.

CS mustn't be frowned upon by instructional policy-makers, instructional managers, and,

quite significantly within the Philippines, accrediting agencies of colleges. However this can be to

not say that a policy should be enforced to create legal the utilization of Caesium in Philippine

room. What is suggested here is that it's compelling to, within the words of Bernardo (2005), “relax

our language prescription in formal college environments to permit students and academics to

learn from the utilization of this efficacious resource of developing data and understanding” (p.

165). The present policies needn't be modified. However, views on language in education and

languages of instruction should be receptive the dynamical times; such policies exist within the

context of the sociolinguistic and trilingual realities of the Filipino society. Therefore, the

utilization of Caesium isn't necessarily language deficiency however really a strategic use of the

assorted linguistic resources available to each the teacher and also the student to realize their final

goal which is learning.

Background of the study

Code-switching (CS) has long been studied within the linguistic, social science, cultural,

and communicative domains. within the schoolroom, CS being “the alternating use of 2 or

additional codes within one colloquial episode” (Auer, 1998:1), will outline the course of learning

and participation of scholars. Moreover, as Myers-Scotton (1993:151) expressed that “code

decisions will reiterate previous identities, produce new identities, and reject or settle for

obligatory identities,” CS can facilitate active schoolroom involvement not simply among students

however conjointly between lecturers and their learners. CS as a language development, however,

6
has been a totally deliberated and extremely scrutinized style of medium in communicative

systems (Sert, 2005). In recent years, arguments abound concerning the ways that within which

Cs has corrupted communicative competencies of scholars and has challenged the syntactical and

grammatical orders of major languages. Some others, notwithstanding, are seemingly happy with

the means code change has been employed in colloquial and pragmatic ways particularly in post-

colonial times (Ferguson, 2003, 2009).

Since code change, as a medium of communication, is set by the present cultural and

intercultural encounters of the particular country that uses it, it's imperative that a unbroken trend

on code switch usage be investigated. Code change, then, becomes a nonstop quest because it is

related to the historical and social background of persons. Moreover, because it involves gender,

sex, class, status, aspirations and alternative demographical factors, the Cs development will still

become a growing trend as long as 1/2 the world’s population is exposed to at least 2 languages.

The Philippines is taken into account a melting pot of various cultures and languages. it's

over a hundred languages and dialects that are employed by the inhabitants in formal and informal

conversations. Filipinos might incorporate a minimum of 2 to 3 languages in AN vocalization

(Bautista, 1989 as cited in Bautista, 1991) therefore change and combination appears to be a

“natural” communicative process. Interestingly, the Tagalog language –a major language of

Filipinos United Nations agency inhabit the island - maybe by virtue of political and economic

reasons, seems to possess created a major impact on the code selections within the country. This

puts the Tagalog language a serious contributor to the construction of the national language within

the Philippines. The apparently dominant major language in the Philippines are going to be the

primary language to be characterized during this study.

7
 On the opposite facet of the coin, English people language is very regarded within the

Philippines as shown within the variety of English speakers and its evident presence in standard

culture (Bolton and Bautista, 2004). it's additionally the co-official language of the land (Philippine

Constitution, 1987).

Since the introduction of English people language within the country throughout the

amount of American constitution, there's AN eminent use of it in formal set-ups like in

instructional institutions (Gonzales, 2004). English, too, is employed in deliberating problems,

delivering news, advertising, and declarative an academic background (Pascasio; 1984) and as

supply of linguistic capital (Probyn, 2009). Another causative issue that reinforces the usage of the

English language within the Philippines is thru the country’s legal structure. Government policies

are crafted mistreatment English people language. These government policies endorse English

because the medium in formal communication in Philippine instructional establishments (Bolton

and Bautista, 2004; Reid, 2008)

Statement of the problem

This study aimed to determine the different effects of code switching to the learning and

academic performance of Grade 10 students of Greenland Academy.

Specific questions that the researcher aimed to answer are the following:

1. What are the effects of code switching to the understanding of students?

2. How code switching will profit their learning process?

3. What are the different causes why they end up switching it?

4. How it can affect to the academic understanding of the student?

8
Theoretical Framework

This study was formed by Vygotsky’s theory of social artistic movement. Artistic

movement could be a theory supported observation and scientific study concerning however

individuals learn (Mascolol & Fischer, 2005). These theory outlines that people’s information and

understanding of the globe they live in is built through experiencing things and creating reflections

on those experiences. When kids act with their oldsters and everybody inside the society; this plays

a really massive role in however they develop (Vygotsky, 2014)

In this theory, people get understand the globe within which they live and work (Creswell,

2013). They, therefore, tend to develop personal meanings of their experiences. This end in

information collected to rely a lot of on the participants’ opinions and perceptions of matters or

topic. When lecturers, code-switch throughout lessons, learners will mirror on their experiences

and this helps them keep in mind things they are doing not understand. Oldsters additionally WHO

solely speak the tongue in their homesteads have negative influences on their kids, as well as

colleges within which learners solely act within the tongue.

9
Conceptual Framework

Input Process Output

 Effects of code

switching to the  Interview  Effects of

understanding of  Administration Code

of Switching in
students
the Grade 10
Questionnaire
students in
 Analysis and
Greenland
Interpretation of
Academy
Data

Feedback

Figure 1

Conceptual Model on the Effects of Code Switching in Grade 10 students of Greenland

Academy S.Y. 2019-2020

10
 The conceptual framework of this research presents the Input-Process-Output model to

show the relationships of the variables. The inputs of this research include what are the effects of

code switching to the students in Greenland Academy.

The processes were done by gathering the necessary data through the use of structured

questionnaires, observation and video recording to detect the respondents' understanding towards

English to Filipino switching. The data were also correlated altogether to determine the significant

relationships between the respondents between the respondents' understanding towards code

switching when they were grouped according to their learning variables. The process also includes

the gathering of data for determining the respondents' academic performance in both English and

Filipino subjects; for determining the significant relationship of code-switching to their English

academic performance and for determining to the significant relationship of code-switching to

their Filipino academic performance Then, the data were tabulated to find out the result of the

research.

The outcome or output was their learning with or without using code switching.

Significance of the study

The results of this study will be of great benefit to the following:

The Students. The results will provide the student some knowledge to stand on their own without

the help of their teachers or professors. It will enhance their understanding and can use it for their

future.

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The Teachers. The given data would guide the teachers for them not allow the students to use

code switching while in teaching process . The teachers would be aware how can the student

understand by their own. And it can also lessen their time for explaining it in Filipino so that the

remaining time can be their rest.

The Future Researcher. Through this study they get valuable data and make it guide to their

study.

The Society. This study will help them learn the true value of our own language, that it is really

not that bad to study our own language just to prove that we’re smart.

Scope and Delimitation

This study is only about the effects of code switching in the Grade 10 students of

Greenland Academy. This study covers the understanding and various answers by the student.

Also, they will know how it can affect to their learning.

This study considers the personal information of the students such as their name, age,

strand and also their answer that can affect their academic performances. Each of the respondents

are given questionnaire to answer.

This study limits its coverage on current grade 10 Junior High School students of

Greenland Academy in the present school year 2019-2020 only.

Definition of Terms

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 Code Switching. Conceptually, this refers to the use of two languages in a single speech in

which the first one is spoken in English language followed by Filipino language which is also

known as English and Filipino language followed by English language known as Taglish.

Declarative. Operationally, this refers to the form of a statement rather than a question or

command. (Merriam Webster Dictionary, 2017)

English Language Teaching (ELT). Conceptually, this refers to the practice and theory of

learning and teaching English for the benefit of people whose first language is not English (Collins

Dictionary, 2016)

Exclamatory. Operationally, this refers to expressing, using, or relating to exclamation.

(Merriam Webster Dictionary, 2017)

Imperative. Operationally, this refers to the form that expresses a command rather than a

statement or a question. (Merriam Webster Dictionary, 2017)

Interrogative. Operationally, this refers to the form of a question rather than a statement or

command. (Merriam Webster Dictionary, 2017)

Media Factor. Operationally, this refers to the other factor used in the study pertaining to

the effect or influence of the mass media to the pre-service teachers’ code switching.

Peer Factor. Operationally, this refers to the group of individuals with which a person is

accompanying with.

Questionnaire-checklist. Operationally, this refers to one of the main instruments that will

be used in the study. This is a modified questionnaire-checklist that will be given to the

respondents.

Self-Factor. Operationally, this is one of the factors that will be used in the study pertaining

to the pre-service teachers themselves who do code-switching.

13
 Student Factor. Operationally, this refers to the influence of students to the pre-service

teachers to do the code-switching.

Video Recording. Operationally, this refers to one of the main instruments that will be used

in the study. This study will be using audio recorder that records respondent’s classroom

discussions in English speaking subjects.

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 CHAPTER 2

LITERATURE REVIEW

The purpose of this section is to provide a theoretical foundation for analysis of code

switching. It begins by reviewing some of the widely agreed-upon code-switching models in recent

studies, and from there focus on the best-known studies on English code-switching in particular.

Foreign Literature

To discuss cesium into English in Bharat, it's initial necessary to grasp the standing that the

English language enjoys in Bharat, in respect to the opposite languages within the repertoire of the

target community. Within the gift world situation, the importance of English can't be undermined.

It has become a world language and therefore the language of science and technology. It's being

used as a worldwide linguistic communication in several countries, Bharat being one among them.

According to (Kachru, 1993) it's among the 5 languages that claim most variety of speakers within

the world with Chinese at the top and Hindi-Urdu, Russian and Spanish following in this order. In

such circumstances, ‘the ideological, cultural and moralist power of English’ (Kachru, 1997) is

obvious. Organization is Associate in Nursing. Important issue chargeable for the event of

bilingualism normally (Kachru, 1986; Bolton 2002), and therefore the same holds true within the

Indian situation wherever the British started ruling in the eighteenth century. The education

policies of historiographer, particularly his plan of ‘black men with white thinking’ contend a big

role within the development of English in the subcontinent, putting Bharat within the ‘Outer

Circle’ in line with the 3 Circle Model of English proposed by Kachru (1992). With its increasing

presence in varied social contexts, English has made its manner into code-switches with several

15
languages within the urban and semi-urban1 areas of the country, betting on the language being

spoken within the region. The power to talk in English, as a cultural capital (Bourdieu, 1991),

offers prestige-. Symbolic capital- and job opportunities. Economic capital- to those speakers.

Given the capitals English offers to those speakers, it has the most symbolic power (Bourdieu,

1991) amongst Kannada-English.

Semi-urban: though there's no general definition on what a semi-urban city or town is, here

I ask towns or cities with a population between a hundred and five hundred individuals that are in

shut proximity to a minimum of one metropolitan town and have a municipal corporation and

graduate education facilities. Medium of instruction in pedagogy and therefore the linguistic

communication at the most work places, compared to Canarese that is that the language used with

family and friends to precise commonality more in sec.

During this study, the info comes from conversations concerning way of life that revolves

round the participants’ home, family, friends and work. English retains its symbolic power in these

scenarios, not like in different specific contexts like rituals, non-secular ceremonies etc. wherever

Indic has symbolic power over English.

As Li (2000) states, ‘Language may be a human faculty: it coevolves with North American

nation,’ and 7 unilinguist that even in traditional circumstances may be a rare development

(Wardhaugh,1998) is beyond imagination in things wherever English has coexisted with the

autochthonic languages over an extended amount. conjointly English still is that the official

language of the country and documentation at higher level takes place during this language. It's

instructed as a second language in faculties, colleges and universities and is employed because the

language of education, science, economic science etc. There is English within the school rooms at

16
the university level, at the faculty level and even at the school level, that is mirrored within the

‘Three Language Policy’ of the Indian education system which makes it mandatory for English,

Hindi and therefore the regional language to be learnt until Grade ten (Mallikarjun, 2002) .It's the

linguistic communication at the most work places in urban and semi-urban areas.

Code switching has currently become a legitimate mutual observe, particularly among the

young, English knowing bilingual middle class2 (Bhatt, 2005).

In this thesis, the researchers discuss the cesium between Canarese and English. As

mentioned before, the presence of English a minimum of in urban and semi-urban areas of Bharat

has solely enhanced in recent 2 Middle category: heaps have been debated and mentioned

concerning the center class, together with its definition. Here I categorize ‘middle class’ supported

financial gain, that has been outlined by the globe Bank as $5-$10 per day. 14 years. English has

adult and unfold wide enough to be thought to be the language of POWER, with its growing

presence within the globalized world. It is same while not hesitation that forces of globalization

play a really necessary role in identity construction, as mentioned by Bhatt (2010).

The try of the educated Indian social class to strike a balance between the prevailing

indigenous-local and therefore the colonial-global identity that is mentioned within the paper is

mirrored in the cesium between Canarese and English, that is that the focus of this study, set within

the town of Bengaluru wherever the predominant language is Canarese.

Kannada may be a language spoken preponderantly within the state of state, India. Native

speakers referred to as Kannadigas variety roughly forty million in Asian country (2001 Census).

The Eighth Schedule to the Indian Constitution- that mandates the creation of states on linguistic

lines lists Kannada among the official languages of the Indian Union. It's one in every of the

17
scheduled languages of Asian country and also the official and body language of the state of state,

whose capital town is Bengaluru.

Kannada may be a triglossic language (Nayak, 1967). The written selection is seen solely

in literature and formal contexts. The spoken selection is employed in daily speech and informal

contexts. Only the spoken selection is taken into account during this scientific research, because it

is employed in daily speech. Kannada is that the native language of Bengaluru. It's the language

of the house domain of most native Kannadigas within the town. Kannada is additionally won't to

specific intimacy or commonness. (Ex: While bargaining with search keepers, individuals tend to

use the language of the search keeper so as to establish commonness and acquire the products at a

cheaper price.). In keeping with Ferguson’s (1959) popular High/ Low distinction, Kannada may

be classified because the Low language utilized in day to day communication, and Indic and

English share the domains of High language with Sanskrit being used in non-secular contexts and

English within the domains of education, science etc. Bengaluru has earned the label of being

cosmopolitan because of the variability of its inhabitants.

Even though it's the capital town of state, a awfully massive share of the population is

created up of non Kannada speakers. This can be primarily because of the massive variety of young

adults UN agency return to urban center from everywhere the country for employment, particularly

within the IT sector. This has diode to Kannada not getting used as a language of communication

between colleagues and peers, and being replaced by English or Hindi, as are exhibited by the

information mentioned during this paper. The linguistic scenario in urban and semi-urban state is

at a noteworthy purpose currently as I'll explain with my study and also the analysis of the

information. For native Kannadigas, Kannada still remains the language utilized in the house

domain, friend circle and daily public interaction, but the Kannada that they establish with has

18
undergone a modification. Pure Kannada while not the blending of English has become marked,

and also the code-switched selection, with nearly 0.5 the words being in English, has become the

unmarked manner of speaking. This can be terribly distinguished in young adults UN agency are

operating in Bengaluru, UN agency were the participants of this study.

The purpose of this study was to research the language utilized by the youth in areas around

the city of Bengaluru in state, India, and map the patterns of code switching between Kannada and

English. The information was collected through semi-structured informal cluster interviews and

was audio recorded and transcribed.

This study investigates however young Korean-English bilingual youngsters turn out code

switching to contribute to the interaction in a very Korean heritage language room. Code switching

is AN alternate use of 2 or additional languages within the same vocalization or conversation in a

very bilingual or bilingual voice communication. Previous analysis has established that code

switching are often taken as a resource for bilingual or bilingual youngsters to accomplish specific

communicative goals. However, code switching in academic settings has not been welcome.

Previous analysis has reported that code switching in an academic context is taken into account as

a deficit of interactive skills. So as to nullify existing negative views of code switching within the

room, a growing literature on code switching within the classroom in bilingual things has shed

light-weight on the perform of code switching as a communicative resource.

In order to facilitate the exposition and analysis of code switching in a very Korean heritage

language room, this study uses Peter Auer’s 1984 framework, consisting of

participant-related code switching and discourse-related code switching. Participant-related code

switching is employed to barter the correct language in terms of the preference or competence of

the individual and co-participants World Health Organization perform the switching within the

19
conversation. Discourse-related code switching, however, is employed to prepare voice

communication by contributing to the interactive which means of a selected vocalization. The

findings counsel that the Korean-English bilingual youngsters during this study employed code

switching to accommodate participants’ language preference or ability. Also, the Korean-English

bilingual youngsters during this room utilized code switching as a communicative strategy to

prepare and structure their discourse, like turn-taking, repairs, and side-sequences. additionally,

these bilingual youngsters promoted learner-leaner interaction by using code switching to prepare

recasts, reduplication, or system for his or her classmates.

It's a widespread development that immigrants expertise pressure to lose their native

languages and cultures. The media, schools, and peers demand assimilation to U.S society,

particularly in terms of language. due to this pervasive expectation of immigrants, Asian

Americans achieved a definite degree of acculturation to U.S society, and their youngsters are

extremely productive in tutorial contexts. However, this acculturation in the ethnic community had

adverse consequences. As migrator youngsters increase their knowledge of English, they exhibit

a fast loss of their ethnic language (Veltman,1983).

According to Fishman (1989), the heritage culture is additionally critically vulnerable as a

result of language plays a crucial role in enacting all ethnic activity. In several cases, lack of

proficiency within the heritage language resulted in intergenerational conflicts once youngsters

were not able to communicate expeditiously with their oldsters. As a result, 1st generation

immigrants’ parental authority became weakened, and their ethnic values weren't able to be

transmitted to younger generations (Wong-Filmore, 1991). So as to unravel these issues, several

ethnic minorities across the USA have promoted a community-based academic system--the

heritage school. Since language policy problems have disclosed monolingual ideology (Lippi-

20
Greene, 1997; Tatalovich,1995), it's been necessary for ethnic teams themselves to ascertain and

run these faculties outside the U.S. public academic system. per Fishman (1989), heritage language

schools are operated by the subsequent beliefs: (1) that there's a major relation between language

and quality, (2) that there's a chance and necessity of bilingualism and biculturalism, and (3) that

the event of bilingualism and biculturalism is achieved through coming up with and organization.

Therefore, language instruction became the most focus for heritage language faculties, despite the

fact that varied culturally relevant categories, like music, drawing, martial arts so on, are offered.

Most of heritage faculties are operated by community-based organizations, as well as spiritual

establishments.

In fact, Tse’s (1998) study known the role of heritage faculties in minority language

maintenance. Tse steered that heritage faculties have a positive influence on language attitudes and

promote a positive association and nearer identification with students’ own ethnic cluster.

additionally, Tse stressed that it absolutely was essential for heritage speakers to own contact with

a generation through establishments so as to facilitate attainment in each English and their heritage

languages. supported Fishman’s (2001) study, there are over six,000 heritage language faculties,

teaching a hundred forty-five heritage languages. Per Valdes’ (2001) definition, a heritage

language speaker is “someone United Nations agency is raised in an exceedingly home wherever

a non-English language is spoken and United Nations agency speaks or a minimum of understands

the language and is to a point bilingual within the home language and in English.” the bulk of

Korean heritage language learners work this definition. They are children of 1st generation Korean

immigrants United Nations agency grew up victimization Korean within the home and community.

Also, Shin and Milroy (2000) acknowledged that the kids are bilingual in Korean and English,

despite the fact that most of them become English-dominant once getting into English medium

21
faculties. As a result, the bulk of second-generation Korean yanked children speak principally

English to their oldsters once the age of 5 (Min, 2000), whereas their parents sometimes speak

Korean solely. (Min, 2000; Shin 2005).

In addition, there are associate increasing range of Korean heritage language learners from

homes wherever Korean isn't spoken on a routine, as well as youngsters United Nations agency

are adopted into American families, third or fourth generation Korean Americans, and mixed

heritage backgrounds. Their motivation is sometimes to reconnect to their heritage also on outline

their ethnic and cultural identity (Cho, Cho, & Tse, 1997).

Lastly, in recent years there's another new cluster United Nations agency are temporary

residents from Korea. Almost 94,000 foreign students and temporary exchange guests from Korea

were admitted to the U.S. in 2002 (BCIS applied math Yearbook cited in Jachimowicz, 2003),

including “goose families”, wherever the daddy stays in Korea to support his married person and

youngsters in the U.S. (Goh-Grapes, 2009). This group’s Korean proficiency is way more than

different learners’ as a result of it's derived from their parents’ need for his or her youngsters to be

bilingual speakers by maintaining their heritage language. The presence of those multiple

backgrounds in Korean heritage language school rooms contributes to the stratified proficiency

levels.

Code Switching within the schoolroom Outside the U.S.A so as to nullify current negative

views of atomic number 55 within the schoolroom, a growing literature on atomic number 55

within the schoolroom in bilingual things has shed lightweight on the perform of atomic number

55 as a communicative resource. initial of all, recent studies by Rubdy (2007), Moodley (2007),

and Lin (1996, 2000) in thought school rooms in polyglot societies outside the U.S.A.

22
demonstrated however monolingual ideology and polyglot linguistic reality are in conflict through

atomic number 55 that academics and students have made in school rooms. Rubdy (2007) study

effectively delineate however monolingual ideology was resisted in a schoolroom and provided a

viewpoint of atomic number 55 as a education resource. Rubdy explained that the current linguistic

development of atomic number 55 between Singlish and commonplace English was discouraged

by promoting the utilization of ordinary English in Singapore. Since Singlish is associate English

idiom utilized in Singapore, and normally regarded with low status, it's not utilized in formal

communication. The collective reports consisting of surveys of 690 students ages 10 to 12, and

nineteen academics incontestable that the incidence of atomic number 55 cared-for be higher in

content classes like mathematics and science. The scholars reportable that atomic number 55 could

be a ‘comfort zone’ since they have been a lot of at home with Singlish than commonplace English.

The academics stressed that permitting the students’ tongue in a very schoolroom is that the most

realistic policy since Singapore could be a polyglot and ism society. It had been found, con to the

pervasive stance that atomic number 55 impedes the acquisition of ordinary English, the existence

of Singlish and atomic number 55 within the schoolroom didn't influence students’ writing in

commonplace English. In conclusion, Rubdy connected plausible functions of atomic number 55

supported the collective surveys with studies on the utilization of the vernacular as an academic

aid. Rubdy projected that atomic number 55 will function as a schoolroom resource by “facilitating

information access,” “enhancing uptake of language input,” “managing schoolroom discourse”

and “building social relations within the classroom.”

Moodley (2007) investigated a schoolroom in South Africa wherever several learners of

English as a second language are immersed in English medium school rooms according to the

present education policy. not like the students’ various linguistics status—nine African languages,

23
English, and Afrikaans for official languages--many faculties have adopted an ‘English-only’

policy. However, Zulu-English bilingual ninth grade students within the particular schoolroom

wherever the scientist collected the info, brought a linguistic reality into this English medium

schoolroom by resorting to atomic number 55 for a particular outcome. Employing a qualitative

study, Moodly targeted on the students’ atomic number 55 throughout group-work since the

teacher UN agency prohibited atomic number 55 had stripped-down oversight on the students’

languages. As a result, Moodly found that students made atomic number 55 for many purposes:

seeking clarification, elaboration, reiteration, cluster management, expressing learner answers and

points of read, and claiming the floor. Through this observation, Moodly projected that atomic

number 55 might be ‘strategic’ even though atomic number 55 is associate ‘automatic’

development in a very schoolroom wherever the bulk of scholars are multilingual.

In Lin’s (1996, 2000) studies of atomic number 55 in associate English-medium

Gymnasium, she supported each Yue dialect (L1) and English (L2) use in a very metropolis

schoolroom wherever the CS was viewed because the primary explanation for academic issues.

Maya Lin criticized the metropolis government for victimization the term “Mixed code” to explain

the utilization of L1 and L2 within the classroom. She noticed that mixed code was accustomed

formally pick at bilingual classroom practices, and contend a job in justifying the subordination of

all cultural and educational goals to the one dominant goal of learning English. In fact, Lin’s

empirical analyses of teachers’ atomic number 55 in metropolis secondary faculties displayed the

cultural, social, and academic functions of schoolroom atomic number 55. First, a teacher

employed atomic number 55 strategically so as to charm to shared cultural values, or to speak to

students as a member of identical cultural community, and to affirm some cultural norm and price.

24
 Second, the teacher switched to the L1 so as to determine a friendly atmosphere or develop

rapport with students. Last, the teacher used atomic number 55 so as to attain education goals. For

example, the teacher power-assisted students’ understanding by providing L1 translation for L2

vocabulary and terms. What is more, Maya Lin recommended that students will develop

educational bilingualism as a result of there are psychological feature blessings in introducing the

L1 equivalents of L2 terms similarly. Also, the teacher switched to the L1 to supply associate

notations or examples for an unfamiliar L2 educational topic thus on build faculty contexts a lot

of acquainted and relevant.

In Jordan, when discussing language lecture rooms, 2 terms are wont to describe them: ESL and

EFL lecture rooms. ESL is associate word form for English as a second language and EFL is an

acronym for English as an overseas language (Chaudron 1988: 5). ESL lecture rooms mean that

the second language (L2) is each the medium of instruction likewise because the content of

instruction, which suggests that the learner is anticipated to grasp likewise as communicate in L2.

In EFL lecture rooms, in distinction, the learner learns the language in associate setting wherever

there's very little natural use of the language; what is more, the foreign language is treated equally

to the opposite faculty subjects with its prep and tests. The latter state of affairs applies to Jordan

wherever English is educated as an overseas language. On the opposite hand, Myers-Scotton 1988

(p 157) describes codes-witching because the use of 2 or a lot of languages within the same speech

while not an apparent phonologic assimilation from one selection to the opposite. In general, one

will say that a requirement for codes-witching may be a juxtaposition of parts from 2 codes

(Winford,2003,p 103). Poplack (1980) puts it ‘..intra -sentential switch needs a high level of

25
bilingual proficiency because the speaker has to understand enough of the descriptive linguistics

of each languages to provide grammatically correct utterances’.

However, true may be a little completely different in Jordan despite of the more and more

developing concern of teaching English wherever English is a foreign language and educated as a

theme among alternative faculty subjects. Consistent with what the investigator has mentioned on

top of, the 2 codes are Arabic language because the first language of the Jordanian learners and

also the English language as the target language. Looking on the previous expertise of the

investigator World Health Organization spent ten years of teaching English in private and public

faculties, that’s the explanation behind conducting this study so as to document the researcher’s

observations on however English people lecturers used the English languages and code-switching

in their classrooms and discuss the teachers' views on code switching.

Local Literature

This study presents Tagalog-English code-switching practices of scholars in choose

Physics general education categories during a Philippine university. The science content-based

categories whose discourses are transcribed were analyzed to work out the word-level

communicative efficiency forms and functions of the code-switches of each the scholars. The

analysis of the information reveals that students within the sample code-switch to Taglish. Most

of the word-level switches are content and performance words. What is more, the tendency to

code-switch is associated additional with the lack of Tagalog words that are up to the scientific

ideas, student’s vogue, and individual specific attribute. Tagalog-English code-switching within

the knowledge is additionally AN aide to students’ participation in classroom interactions as shown

on the frequency of assertives, expressives, and directives speech acts within the Taglish

26
utterances. Moreover, the utilization of the mentioned speech acts are evidences of relational work

among the scholars. Key words: Code switch, Bilingualism, bilingual learning, Filipino language

Communicative values of Taglish in room Participation

As shown during this study, speech acts (Searle, 1969; Austin, 1992) and relative work

(Locher and Watts, 2005) were noticeable in each the Taglish and English utterances. The study

discovered that the Taglish code-switch has higher frequency of illocutions over English people

language. Since higher variety of assertives, commissives, expressives and directives were gift

within the classroom discussions mistreatment the Taglish medium, it seems that the literature is

correct in spoken communication that students will justify and elaborate their ideas a lot of in

Taglish instead of in English (Pascasio, 1973, 1977; Bautista, 1991). This result additionally

allowed the scholars to be a lot of participative within the classroom although the topic matter is

somehow troublesome. Taglish created informal and friendly classroom discussions that were

antecedently shown within the literature (Bautista, 1991;Martin, 1999; Abad, 2005, 2010).

Since the teacher during this study was needed to use metallic element and inspired Taglish

within the classroom, her teacher position perceived to add some adequate support to the utilization

of the metallic element within the classroom. In previous studies, there looks be no “other”

orientation within the came upon once the teacher uses a code switch. By virtue of her teacher role

as associate encourager, she familiarized the scholars to the use of the metallic element and

adjusted to the learners’ language ability and communicative resources (MartinJones, 1995 as cited

in Ellwood, 2008).

On the opposite hand, the scholars followed the lead of the teacher. After they were needed

to speak in English or Taglish, they did therefore. This development looks to be a part of the

27
democratic desire to be “good” students within the room (Ellwood, 2008). This finding points to

the same phenomenon brought up as “identity-related code-switching” (Sebba and Wootton, 1998)

wherever students specific what they need through a snug language that permit them to

pragmatically interact within a scenario. The “good” student operate within the 2 lecture rooms

light-emitting diode relative work- the scholars wished to be within the sensible graces of the

teacher. Moreover, the “good” participations of the scholars within the Physics room were

instances of relative add interaction. Cashman (2008) found constant end in the study that revealed

that self-display through face-work (Goffman, 1967) at school discussions tends to be facilitated

well with the utilization of a well-recognized code to each lecturers and learners. Moreover, it

seems that Taglish code is that the safer and therefore the non-surprising selection of code since

the scholars wished to harmonize the relationships within the room. Once an instructor, although

expected to need students to use English within the room, permits students to use the primary

language than the target language, participation is inflated. The Taglish switch created emotive

bonds, engineered commonality, achieved legitimacy among the cluster and so earned a high level

of participation in classroom discussions. This result has nearly constant findings that claim that

metallic element practices permit students to maximise their social relationships (Faltis, 1989;

Myers-Scotton, 1993; MyersScotton, et al., 2001). Literature any states that currency for the event

of social relationships isn't supported target language however on the tongue. Taglish, during this

set-up, as the other sorts of code switches isn't a dysfunctional language (Ferguson, 2009) because

it marked associate inflated participation among students within the room. Results showed that the

Taglish metallic element developed understanding among the participants as they asserted their

views on the topics given to them.

28
 This has been evident in different foreign literatures that state that metallic element

develops pupils’ understanding of subject content (Chan, 2006; Ferguson, 2009) and humanizes

the room climate (Bokhorst-Heng, et al., 2009; Probyn, 2009; McGlynn and Martin, 2009).

Inductivo (1994) supports this through a neighborhood study that exposed that code-switching

used as a medium of verbal expression helped increase the amount of participation and raise the

amount of understanding of the ideas and themes in Philippine room discussions. The results

gathered and therefore the cited literature during this study verified that the Philippine experience

isn't associate exemption to the code shift development. Since the adoption of the bilingual policy

in education establishments, students are a lot of hospitable expressing themselves in Taglish

metallic element in room discussions. Most students had already tailored to the utilization of code

switching in daily informal social interactions. Therefore, code shift with Taglish as

communication tool can be an alternate for the student’s ease and confidence in transfer their

messages.

Code change here is employed so as to achieve a humorous impact in exploitation Tagalog

or English words (Bautista, 2004). For example: “… tapos dibay-dibay Air National Guard bills.”

Dibay-dibay here springs from the English phrases “divided by” or “to divide.” Borlongan (2009)

did an analogous study however instead used Tagalog-English code-switching practices of

academics and students in West Germanic categories in railroad line Manila faculties within the

Philippines to work out the frequency of academics and students code-switch in those categories

29
and bring to lightweight the forms and functions of the code-switches of each the academics and

students.

The analysis showed that the majority West Germanic academics within the sample (11

out of fourteen or seventy-eight.57%) code switch. She more stressed that each the academics and

students “violated” the implementing policy of “English only” within the Philippines. All

categories recorded a minimum of over one instance of code-switched utterances. However,

though the instances of code-switching may be claimed to be significant, one’s tendency to code-

switch is a lot of associate degree individual-specific attribute. In the context of this gift study,

frequency of Bautista’s four communicative potency word-level classes supported Gumperz’s

communicative functions is given stress so as to find reasons why students in an exceedingly

content- primarily based general education subject like scientific discipline would code-switch.

Therefore: Frequent use of perform and content words of each students and academics in content-

based science categories cause a lot of code change tendencies that aide the students’

communicative potency. Communicative values of Taglish in schoolroom Participation Classroom

code switches are pragmatically studied in literature. The rational model of cesium (Myers-Scotton

and Bolonyai, 2001) has been established to claim that switches arise from cognitive estimates of

the best utilities. Ferguson (2009:231) claims that CS’s pedagogical functions are “wide-ranging

and multifariously labeled: as a way to repeat material; to convey rhetorical emphasis; to supply

parenthetical comments; to realize learner’s approval; to speak solidarity; among others.” within

the Philippines, the cesium pedagogical and pragmatic functions are of constant interest. Inductivo

(1994) conducted a study concerning the impact of code-switching to tutorial achievement. She

realized that grade seven students UN agency were a part of experimental and controlled groups

through associate degree angle and perception scale and tutorial accomplishment tests appears to

30
point out no significant distinction between pupils’ angle. However, the post-test and participation

of the experimental cluster was considerably beyond that of the controlled group.

Thompson (2003) additionally studied academics and students and located out that the

respondents found it tough to converse in pure Tagalog or pure English sentences. Thus, they

resorted to mixing the 2 languages so as to convey their messages, to facilitate comprehension and

to understand with ease. identical line of conclusion was forwarded by Abad (2005) once she

mentioned that code change permits students to precise themselves within the schoolroom. Code

switching assists the triumphant negotiation of which means of difficult texts coded in English and

makes extremely technical in nature.

In a latest study by Abad (2010), it's argued “that frequent code-switching in extremely

technical input clear to the learners; generates a low-anxiety schoolroom atmosphere that is

favorable to learning; and, keeps the scholars centered at school wherever lessons are subjects is

damaging to the learners as a result of it will cause confusion within the students’ understanding

of inauspicious ideas. this is often more treated by the claim that if the English scientific concepts

aren't supported by everyday ideas that are typically in their first language, the scientific ideas

won't be learned.”

Chapter 3

RESEARCH DESIGN AND METHODOLOGY

31
 This chapter includes the research methods to be used, target respondents of the study, data

gathering instruments, data gathering procedure, and the statistical treatment of the data.

Research Design

In this research, the researcher used the mixed type of research method. These include

qualitative and quantitative method. The qualitative research method is used to describe about the

effects of code switching in the students of Greenland Academy as a whole. Through the

quantitative method, the students’ answers were tabulated for frequencies and percentages. These

were collated to form a basis for determining the specific descriptors where the majority of the

students and the teachers had similar and differing views about and these are presented in the next

section. Through descriptive analysis, data were interpreted using mean rating to describe the level

and extent of code switching and their beliefs, and the percentage distribution to illustrate the

proportion of occurrences of code switching in the classroom.

Respondents of the study

Respondents are from the Grade 10 students of Greenland Academy. Respondents are

randomly selected from different section of this school. All selected respondents should answer

the questionnaire based on their understanding to know their level of understanding in using code

switching.

Data Gathering Instrument

32
 The survey-questionnaire and getting the General Weighed Average (GWA) the major

instrument used in this study. The questionnaire is composed of two parts: Part 1 is about the

profile of the respondents in terms of their age, gender, grade level and section. Part 2 are the

questionnaires that were used in this study to determine the understanding of the students. The

questionnaire prepared by the researchers was developed by constructing random sentences. The

questionnaire was structured in such a way that respondent was able to answer it easily. Thus, the

set of questionnaires was structured using the Likert format with a five responses scale. A Likert

scale is a rating scale that requires the subject to indicate his or her answer to the questionnaire

and to evaluate the quality. In this type of questionnaire, the respondents who are the students were

given sentences that they will translate.

Range Scale Verbal Interpretation

5 4.2-5 Strongly Agree

4 3.40-4.19 Agree

3 2.6-3.39 Undecided

2 1.80-2.19 Disagree

1 1-1.79 Strongly Disagree

Data Gathering Procedure

33
 The research sought permission from the administration upon the validation of the

questionnaire. To ensure high retrieval rate, the researchers personally administered the survey to

the respondents. The respondents were briefed as to the purpose of the study and were guided

accordingly for an efficient and effective accomplishment of the questionnaire.

Reliability and Validity of the Instrument

Survey questionnaires were dispensed to the selected student respondents, consisting of

total of fifty (50) student to determine how effective the code-switching in Grade 10 students from

Greenland Academy Cainta, Rizal.

Statistical Treatment

The study used the following statistical treatment to answer the problem stated;

To determine the frequency of code-switching of the Grade 10 student-respondents,

frequency distribution was used.

P=F/(n)

To determine the mean of the discourse/utterances, do the student most often code-switch,

weighted mean was used:

To further discuss, range and verbal interpretation was

used.

34
 To determine if there is a significant relationship between the discourse/utterances

on the factors that influence the student in using code-switching;

√∑𝑋 2 ∑𝑌 2 r = ∑ 𝑋𝑌

Where:

r- stands for Pearson r correlation

x- stands for the first variable & x̅ stands for weighted mean of the independent variable

y- stands for the second variable and y̅ stands for the weighted mean of the dependent variable

35