TO SWITCH OR NOT TO SWITCH: THE CED LANGUAGE PRACTICES

An Undergraduate Thesis
Presented to the Faculty of the College of Education
Rizal Technological University
Pasig, City

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Secondary Education
Major in English
 ABSTRACT

This study primarily focused on the code switching practices of the CED

students enrolled in Summer Semester 2016 with the intention of coming up with

language learning strategies. This study applied with different classification of

code switching according to its function, kinds, and factors which serves as the

category of code switching utterances. This study also applied the coding of

factors in their code switching as the basis for determining the reasons why the

respondents underwent code switching.

The mixed method of qualitative and quantitative approach was used in

this study and convenience sampling scheme was employed. Transcription of the

four- day observation was the instrument used in this study including the

interview questionnaire that was consist of only one question “Why do you code

switch in your statement?” which determines the factors and function of code

switched utterances.

Majority of the respondents belong to age bracket 17 to 30 years old,

female dominates the male respondents and each underwent code switching and

interviewed.

Social Studies Major got the highest number of utterances and highest of

frequency of code switched utterances. Meanwhile, Math Majors got the lowest
frequency of utterances but among the majors English Major got the lowest

frequency of code switched utterances frequency of utterances.

Intra-sentential code switching is the dominant kind of code switching

being uttered by the students. It can be gleaned that respondents can’t use the

target language consistently and fluently. Respondents tend to shift in the middle

of the sentence with intra-sentential code switching as the dominant kind of code

switching uttered by the students.

Equivalence serves as the dominant function of respondent code-

switching utterances. It reveals that equivalence occurred within the utterances

and provides students opportunity to continue communication without any

interruption

Respondents underwent code switching through the use of familiar words

to express ideas clearly and in an understandable way. It can be reflected that

code switching is beneficial for the respondents through the transference of

meaning in successful way.

The recommendations of the study are the following: learners must be

able to communicate in English language most especially during their L2 classes

and minimize the usage of native language in their conversation during the

learning process so that the quality of teaching and learning English language is

maintained and further improved. The policy of English speaking maybe initiated
for English, Math and Science where English language is used as the medium of

instruction for the students to obtained more experience in an atmosphere of

English speaking environment. The unfamiliarity of words causes the students to

fill the stop gap of conversation through a language enhancement program,

which may develop and unravel their communicative skills. Lastly, English

teacher must be given seminars for them to be adaptive on the trends of teaching

English and to develop their constant awareness in different linguistic issues.

 TABLE OF CONTENTS

Page

Title Page…………………………………………………................ i

Approval Sheets …………………………………………..….……. ii

Acknowledgement ……………………………………………........ iii

Dedication …………………………………………………….……… v

Abstract ………………………………………………………….…… vi

Table of Contents……………………………………………..……. ix

List of Tables ……………………………………………...…….….. xii

List of Figures……………………………………………………..... xiii

CHAPTER

I. THE PROBLEM AND ITS SETTING

Introduction…………………………………….…………………… 1

Theoretical Framework……………………………………………. 7

Statement of the Problem…………………………….…………… 7

 Research Paradigm …………………………………….…........... 15

Significance of the Study………………………………………………. 16

Scope and Delimitation………………………………………………… 18

Definition of Terms……………………………………………………… 19

II. REVIEW OF RELATED LITERATURE

Bilingualism……………………………………………………………. 20

Degree of Bilingualism………………………………………………… 21

Types of Bilingualism………………………………………………….. 22

Code Switching………………………….………………………..……. 23

Types of Code Switching……………………………………………… 32

Function of Code Switching…………….…………….……………….. 33

Issues on Code Switching…………………………………………….. 39

Synthesis………………………………………………………..………. 41

III. RESEARCH METHODOLOGY

Research method………………………………………………………. 44

Respondents of the study…………………………………………….. 45

 Instruments used……………………………………………………….. 47

Validation of the transcript…………………………………………….. 47

Data gathering procedure…………………………………………….. 47

IV. RESULTS AND DISCUSSION

V. SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary ………………………………………………….………... 66

Conclusions ………………………………………………….….…. 67

Recommendations ………………………………………….…….. 69

BIBLIOGRAPHY …………………………………………………………. 71

APPENDICES…………………………………………………………….. 75

A. Request Letters

B. Transcript Sample of CED Students

C. Summary Frequency of Code Switched Utterances

D. Summary of Kinds and Code Switched Utterances

E. Summary of Function and Code Switching and of the

Respondents

F. Factors of Code Switching and Frequency of Utterances

CURRICULUM VITAE …………………………………..………………… 137

LIST OF TABLES

Table Page

1 Frequency of Distribution of Respondents 46

according to Age and Gender

2 Frequency of Code Switching of the Respondents 49

3 Frequency of Code Switching Utterances according 51

to its Kinds

4 Frequency of Code Switching According to its Function 55

5 Frequency of Utterances According to its Factors 61

 LIST OF FIGURES

Figure Page

1 Theoretical Framework 7

2 Research Paradigm 15
 CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter presents the background of the study, the statement of the

problem, theoretical and conceptual framework, the significance of the study, the

scope and limitation, and the definition of terms.

Introduction

Language is what distinguishes one nation from another. It is often

perceived not only as a medium of communication but also as a representation of

one’s culture. While there is a mother tongue that defines the identity of people of

varying cultures, some are able to speak more than just one language. People

who have the ability to use more than one language are called bilinguals.

The Philippines, like any other post-colonial country, is an environment

where a diversity of languages exists. In a linguistically-rich environment,

Filipinos acquire a number of languages, English being one of them, in addition

to the vernacular and the national language.

Filipinos, being a multi- lingual race consider English as their Second

Language. However, combining the international language with the vernacular

becomes a habitual practice among Filipinos both in rural and urban scenarios.

Filipino language consists of several dialects being spoken in the different

regions of the country. In the Philippine setting, the use of English both in written

and oral communication language becomes a common socio- linguistic practice.

Thompson (2003) and Bautista (2004) claimed that one of the main

reasons why many Filipinos are comfortable in code switching between English

and Tagalog or Filipino, the Philippine national language, when they

communicate with others is that they had been born and raised in a community

where both of these languages are mostly used everywhere as media of

communication.

In terms of the languages involved, the primary issue that has been

debated upon to no end by linguists is the language confusion that most

bilinguals are perceived to have, resulting in a misinterpretation of their language

use and competence. From the observed inability of bilinguals to speak either of

the two languages they possess purely, a linguistic phenomenon whereby

bilinguals employ two languages simultaneously further raises questions about

bilinguals. Command of the languages they are capable of speaking. This

phenomenon is called code switching.

Code switching includes the use of complete sentences, phrases, and

borrowed words from another language (Brice & Brice, 2000). It is a common

linguistic phenomenon noted among bilingual populations. In order to code

switch effectively, students must possess a high level of understanding of two

cultures, as well as a deep understanding of the underlying structures and

purposes of two language system.

Bullock & Toribio (2009) defined code switch to be hybrid of multiple

languages and, subsequently, multiple identities.

Code switching is a change of language within a conversation, usually

when bilinguals are with other bilinguals. Code switching can occur in large

blocks of speech, between or within "sentences", even involving single words or

phrases. Various terms have been used to describe switches between languages

in bilingual conversation. Code mixing has been used to describe changes at the

word level, when one or two words change in a sentence. However, code

switching is generally used for any switch within the source of a single

conversation, whether at the level of word, sentence, or blocks of speech

(Malmkjaer, 2013).

In the Philippines, this code switching variety is called Taglish, wherein

Filipino used Tagalog as the national language among Filipino’s different

languages and English as the second language. It has become the language of

the elite in business, in schools, in religion, in the media, and elsewhere.

Although at one time it was not usual to find Filipinos who spoke only English to

each other and even claimed English as their native language, a Filipino who

uses nothing but English today among Filipinos is rare. This need to adjust to
students’ levels of language proficiency, attitudes, and interests, while

acknowledging and implementing the English-Only Policy at the same time,

seems to call for the use of Filipino in teaching English even as it violates EO No.

210, by employing a kind of language alternation (McLellan, 2011) that uses

Filipino and English to teach English.

Abad (2005) claimed that, Taglish, a code switching variety that refers to

the combination of Tagalog and English, is used by a whole generation of

youngsters. Some of whom were from elite private school. The term Taglish is a

misnomer because in truth, it refers to the combination of Filipino and English

and not Tagalog and English from which the term was derived.

Despite earlier studies showing code switching to be a tool to achieve

personal motivations and communicative efficiency which is defined as “the

fastest, easiest, and most effective way of saying something” (Bautista, 1999),

and a struggle against hegemonizing forces, this mode of communication is a

perceived quite negatively in the Philippine educational context. It is seen as a

“less than ideal language behavior” indicative of deteriorating language skills and

low levels of bilingual language proficiencies (Bernado, 2005). Language for

learning and teaching in schools is clearly a complex sociocultural process that is

continually being redefined by the bilingual and multilingual system of education

(Bernado, 2005).
 Probyn (2010) noticed that most notable strategy that teachers used was

code switching to achieve a number of communicative ends. Furthermore, code

switching helps to facilitate the flow of classroom instruction since the teachers

do not have to spend too much time trying to explain to the learners or searching

for the simplest words to help clearing the student’s understanding.

Lin (2007) defined classroom code switching as the alternating use of

more than one linguistic code in the classroom by any of the classroom

participants such as students and teacher.

Nowadays, English teachers in the Philippine Educational System have

been required to teach their subjects using the English language as the medium

of instruction. Moreover, in the newly approved K- 12 program of the Philippines,

one of the competencies that supposedly to be acquired by Filipino students is

an effective communication skill which they will be using in the future, given the

fact that communicative competence will indeed be a necessity for 21st century

learners.

Not all college students of Rizal Technological University are capable of

learning English through an English-Only-Policy (EOP), a language practice of

the students.
 To address this problem, teachers and professors in the Philippines have

resorted to a Code Switching Strategy in teaching their subjects so as to enable

students to easily grasp and understand both the English and mother-tongue

language. In this strategy, the teacher utilizes English together with some

mother-tongue words, usually Tagalog as clarification of ideas for the sake of in-

depth understanding of the learners (Dente, 2016).

However, students also use code switching in their class discussion

despite the nature of the students. Particularly, the researchers have observed

that students in Rizal Technological University use code switching in their

classes in all the subjects such as English, Science, Chemistry, Mathematics etc.

The medium of instruction should be in English, the problem is students seem to

use more code switching (English-Tagalog) rather than to use English fluently

even there is a mandated English-Only-Policy.

This problem led to identify how often do the students code switch

particularly the CED students that must be a fluent English speaker. The

researchers attempted to find out the factors and functions of code switching of

the CED students of Rizal Technological University.

Statement of the Problem

The study aimed to find out the code switching practices of CED students

of Rizal Technological University.

Specifically, it sought to answer the following questions:

1. How often do the students code switch?

2. What kind of code switching was employed in the student utterances?

3. What are the functions of code switching?

4. What are the factors that affect the use of code switching of the

students?

Theoretical framework

This study is anchored on the following language theories and concept.

The Common Underlying Proficiency (CUP) model of bilingualism,

developed by Cummins (2001) supports the idea that all comprehensible input,

regardless of its language is accessible by the conscious mind.

For example an individual with language abilities in Filipino and English

could hear a story in Filipino and later recount it or write about its significance in

English. This implies that as the learner's English language abilities develop, he
or she will be able to transfer what he or she has learned through his or her

native language instruction into subsequent classes taught in English.

The Markedness Model, developed by Myers-Scotton (1993), is one of the

more complete theories of code switching motivations. It posits that language

users are rational, and choose to speak a language that clearly marks their rights

and obligations, relative to other speakers, in the conversation and its setting.

When there is no clear, unmarked language choice, speakers practice code-

switching to explore possible language choices.

One particularly broad communication strategy widely used by many is the

Communication Accommodation Theory (CAT) or more formerly known as

Speech Accommodation Theory (SAT) which was developed by Howard Giles

and colleagues. CAT, simply put, is the adjustment or the adaptation of the way a

person communicates with others by either copying or patterning his way and

manner of speech in order to sound similar with one particular group of people in

order to be socially accepted within their circle, thus firmly establishing his social

identity (Coupland, Coupland & Giles, 1991; Giles, 2008; Janzen, 2012; Sand,

2012). Giles (2008), being one of the major authors of the said theory, claims that

there are many different ways by which people get accommodated as well as

accommodate others, namely (a) accommodation; (b) over-accommodation; (c)

under-accommodation; and (d) non-accommodation.

 First, accommodation or also known as convergence, is the adaptation of

interlocutors to pattern their way of communication with their audience so that

they would be more comfortable speaking as well as to further encourage social

interaction; this could be done either consciously or unconsciously and also via

verbal or non-verbal communication like ―smiling or laughing at a joke (Jansen,

2012: 13).

Second, both over- and under-accommodation are two different forms of

divergence and are usually used to denote, express or establish social distance

(Babel, 2009; Sand, 2012) Over-accommodation is the process wherein a person

tries to accommodate someone who he considers as somewhat below his level

or is somewhat inferior to him, but nonetheless maintains the social distance

between them; whereas under-accommodation is the process wherein people

usually stick to their original speech pattern or their manner of speaking, thereby

making a newcomer who is unused to hearing and speaking that particular style

of speech uncomfortable (Giles, 2008; Jansen, 2012).

It should be noted, however, that while both convergence and divergence

have two separate functions, people usually use them at the same time, albeit in

a somewhat unbalanced manner. This means that these two usually co-exist with

one another (Giles & Wadleigh, 2008, as cited in Jansen, 2012).

 Lastly, non-accommodation is the process wherein a person entirely

refuses to adapt his manner of speech with another; thereby refusing to

accommodate any type of audience he may encounter (Sand, 2012); it is usually

done to avoid losing one‘s social identity (Giles, 2008) or to avoid possible

embarrassments which he may experience (Jansen, 2012).

Wheeler and Swords (2001:6) contend that Constructivist approach is that

"language comes in diverse varieties." This "linguistically-informed model"

recognizes that the student's home language is not any more deficient in

structure than the school language. In this approach, teachers help children

become explicitly aware of the grammatical differences between the formal

"Standard English" and the informal home language. Knowing this, children learn

to code-switch between the language of the home and language of the school as

appropriate to the time, place, audience and communicative purpose. When an

educator prepares a student to code-switch, the students become explicitly

aware of how to select the appropriate language to use in a given context.

A number of alternative explanations of code-switching had been

proposed. Poplack (1990) Code switching has been subdivided into three

different types as people have different manner, style or ways of using this in

their conversations. These are (1) intersential switching; (2) tag-switching; and

(3) intrasentential switching.

 Inter-sentential Switching. This occurs when one language has been

inserted from another at sentence level (Zirker, 2007).

Tag-Switching. This type of alternation occurs when a tag statement,

usually an expression, has been taken from one language and then inserts it into

another (Zirker, 2007).

Intra-sentential Switching. It occurs whe one language has been

inserted, usually more than a single lexical term, into another at word or phrasal-

level (Jones, 2004).

Another type of code switching is lexical insertion, which according to

Joshi Edward (1992) is not a code switch but only and insertion of words that is

part of the speech of bilingual speaker. It is a form of code- mixing, that is, the

switching from one language to another for the purpose of inserting a single

lexical item (Thomason 2001). Moreover, Bautista (2008) consider lexical

insertion as it characterize a lexical feature of yaya English which are the

insertion of Tagalog particles and the use of unusual verb-preposition

collocations like ha (according to Schachter and Otanes, ha is a clause-final

particle that expresses importunity), na, ano (hesitation filler), nga, naman, tapos,

di ba, ayun.
 Tangco & Nolasco (2002) defined single lexical items. These are single

English words which were mixed into Tagalog sentences but still maintained the

morpho-syntactic structures of the said recipient language. This is usually a

combination of Tagalog affixes and English words (e.g. nagwiwiggle-wiggle,

iapply, nagkadevelopan) and mostly functions as a verb.

In a study by Sert (2006) about the possible applications of code switching

in educational contexts in bilingual community, he finds its function is to bring an

authenticity to conversation and to help the reader better deduce the ideas being

communicated. In this study further factors that determine Code Switching

among students include: Equivalence, Floor holding, Reiteration, and Conflict

control.Equivalence functions as a defensive mechanism for students as it gives

the student the opportunity to continue communication by bridging the gaps

resulting from foreign language incompetence. Floor-holding is a mechanism

used by the student in order to avoid gaps in communication, which may result

from the lack of fluency in target language. Reiteration is the messages that are

reinforced, emphasized, or clarified where the message has already been

transmitted in one code, but not understood. Conflict control tends the student to

avoid a misunderstanding or tends to utter words indirectly for specific purposes.

 Gumperz and associate (Gumperz, 1993; Gumperz and Hernandez-

Chavez, 1990) presented a typology on the functions of code switching.

Code switching may lead to referential function for the reason that it often

involves lack of knowledge of one language or lack of capability in the target

language. This function of code alternation is the one that bilinguals are most

conscious of.

Directive functions serve the speaker to exclude certain language to seek

approval in a social situation they are likely to meet their speech with that of the

other person speaking.

Poplack (1992) stressed the expressive function of code switching in

which the speaker emphasizes a mixed identity through the use of two languages

in the same discourse.

In the case of phatic or metaphorical function, the switch of language is

merely used in order to share feelings, create goodwill, or set a pleasant social

mood rather than to convey information.

The metalinguistic function of code switching comes into play when it is

use to comment directly or indirectly on the languages involved. This is also

known as addressee specification, in which the switch of language is merely

used in order to “direct the message to one of the possible addressees.

 Gumperz (1992) as revealed by Chen-On Then and Ting (2009) had

talked about other social motivations for code switching. According to him, code-

alternation can occur in the form of quotation when the speaker directly uses a

piece of reported speech in the language it was produced. In case of addressee

specification, the switch of language is merely used in order to direct the

message to one of the possible addressees. Moreover, very often bilingual

speakers tend to use code switching for interjections or simple sentence fillers.

Together with this three first functions, one of the most widespread is link to

reiteration. This means that a particular message, or a part of it, is repeated and

translated into the other linguistic code. This replication can be interpreted from

two different perspectives: on the one hand it may be used to clarify the meaning

of the message or, on the other hand, it may simple be used to give emphasis

and more strength.

Baker 2006; Myers- Scotton 1993, emphasized the uses of code switching.

Social and Psychological factors, rather than a linguistic ones, trigger code-

switching. Code switches may be used to emphasize a particular word or phrase

or its central function in a sentence. When a speaker doesn't know a word or

phrase in one language, another language may be substituted. This often

happens because bilingual use different language in different domains of their

lives. An adult may code switch to discuss work, because the technical terms

associated with work are only known in that language.

 According to Kow (2003), she listed in her article a few possible conditions

for code switching. Some of the conditions given are: lack of one word in either

language; some concepts are easier to express in one of the languages; a

misunderstanding has to be clarified; one wishes to create a certain

communication effect; one wants to make a point.

The study analyzed the types, functions and factors of using code

switching of the CED students. To be able to present the framework of the study,

the researchers devised the paradigm, a closed chevron process, as reflected in

figure.1

Types,
Class Transcription Functions &
Interview
Observation of Utterances Factors of Code
Switching

Figure 1. Research Paradigm of the Study

The above mentioned theories and concepts were the bases of the study.

In the collection of data, a random selection of the respondent was made. In the

first process, the researchers conducted class observation in CED students

major in Math, Science, Computer Education, Social Studies and English in order

to record the utterances of code switching. Then, the researchers transcribed the
recorded data. The transcribed data were validated and tabulated based on the

frequency of the code switching utterances.

The third process was the interview which consisted of one question:

“why do you code switch?”. Lastly, the researchers categorized and analyzed the

types, functions, and factors of code switching of the CED students based on the

data gathered after the tabulation.

Significance of the study

The researcher believed that the result of the study is beneficial to the

following:

English instructors and/ or professors. The result of the study leads the

English teachers to introspect unto themselves on which they could serve as the

models to their students by adhering to the use of English as their practice in

speaking the second language. This study would at least update them as they

share and practice their academic freedom in teaching college students about

related topics using the appropriate language.

Students. Since the CED students are the respondents of this research,

they can use the findings as basis for using English as efficient speakers of the

English language. The result of this study will help them to be focus, determine
and to be more dedicated in practicing the use of the international language

inside and outside the classroom setting.

Filipino Community. Through the findings of this study, Filipinos will

appreciate the use of English and accept the demands and challenge of

speaking English. The result of this study will necessitate them to embrace the

issues of code switching and lessen their antagonistic perception of the

international language. Through the result of this research, the community will

extend their positive support for their children to be enlightened about the

benefits that they could receive from learning the international language.

Content area teachers. This study may be a help to the teachers or

instructors in any learning situation in modifying existing language policies or

developing new ones concerning the role of code switching in the classroom.

English coordinators/head teachers. Through this research, the English

coordinators may propose a language policy to be implemented on their

respective schools. This policy would maximize students’ skills in speaking

English to help the student become better speakers in the future.

Parents. Knowledge of the use of code switching will aid the parents in

guiding their children in their school activities and in encouraging their children to

be effective bilinguals. This can also help them assist their children on becoming
good speakers of the two languages, Tagalog and English, and to practice the

second language outside the English classroom.

Future Researchers. The future researchers in the field of linguistics may

use the findings of this study to link other future researches and use it as

reference to other related studies for their related research.

Future English Educators/Students. Future English major educators will

be given an idea on the factors that affect the use of code switching and the

deepened knowledge in terms of language use in their field of specialization.

Scope and Delimitation of the Study

The study involved the CED students, one section per major in Rizal

Technological University during summer class in the Academic year of 2016

except for the Filipino major due to the ethical issues.

The study concentrated on the types, functions and factors of code-

switching of the CED students.

The study did not cover the technicalities of the recorded data like

proximity, speed of utterances, clarity, pronunciation, availability of class

schedule, functionality of recorded and lastly, the class setting in which there are
so many noises outside the classroom ( the vehicle, construction workers, noises

of the students and the roof caused by the rain).

Moreover, the utterances of the teachers were also excluded in the study.

Definition of Terms

The following terms are conceptually and operationally defined for the

purpose of clarification.

Bilingual is a person who can speak two languages.

Code switching is the alternate use of two (or more) languages within the

same utterance.

Frequency is the rate at which something occurs or is repeated over a

particular period of time.

First language also termed as student's L1 or mother tongue.

Mother Tongue is the language which the individual “first learns to

formulate and express his ideas about himself and the world which he lives.” For

this paper, It maybe use interchangeably with the term “students’ L1” (UNESCO,

1953).

Second Language referred as L2.

 Transcription of Utterances is the recorded spoken conversation of the

CED students during their class.

CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter provides definitions and background to the theories and

concepts related to the study.

Bilingualism

It is a concept often associated with code switching as a speaker must be

able to perform more than a language in order to code switch. Numerous

attempts have been made by linguists to describe and fully understand the

concept from various aspects such as categories, factors and degree of

bilingualism. One of the earliest studies carried out by Bloomfield (1993) broadly

defined bilingualism as the “native-like control of two languages.” The definition

raised some questions on the degree of mastery or competency of a speaker in

the languages in order to be considered to have native like control. Haugen

(1993) further explained that bilingualism only exists when a speaker of one

language has the ability to produce complete meaningful utterances in another

language.
 While the definitions remain vague and do not entirely reveal what exactly

is needed or a speaker to be a bilingual, both Weinreich (1995) and Mackey

(1997) provided a more or less similar definition where bilingualism is said to be

the alternate use of two languages or more by the same speaker, altogether

embracing the concept of multilingualism in its definition.

Degree of Bilingualism

The crucial steps in defining subjects bilingualism, is to define degree of

their bilingualism Macky (2007) For this purpose, it is necessary when did the

subjects learn second language, how fluent they are and what function does the

second language serve in everyday communication. Many bilinguals will

underestimate their fluency and proficiency in their second language. This closely

reflects the monolingual view which suggests that only ones who acquired

second language as children and have mastered each to the point that no

grammatical or stylistic mistakes are made, one can then be labeled as the “real”

the “ pure” the “balanced” or the “ perfect” bilingual Grosjean (2010). According to

Einar Haugen mastering each language to the point of each perfection is

impossible to achieve as he writes. Is it possible to keep the patterns of two (or

more) languages are absolutely pure, so that a bilingual in effects become

monolinguals, each speaking one language perfectly but also perfectly

understanding to the other and able to reproduce in one the meaning of the other
without at any point violating the usage of their language? On the face of it one is

inclined to say no.

Hypothetically, it is possible just as a perfectly straight line or perfect

beauty or perfect bliss as theoretically possible, but in practice it is necessary to

settle for less. For this reason, the degree of bilingualism of the subjects will not

be evaluated based on their fluency only, rather based on their language use in

everyday communication. A notion of the degree of bilingualism, and terms

corresponding to the “functional specialization of the language usage” will be

therefore applied to each participant Beardsmore (2010).

Types of Bilingualism

Weinrich’s (1994) famous typology distinguishes three types of

bilingualism based on the conceptual representations and cognitive organization

of words in a bilingual’s mind.

Compound bilingualism refers to the type of bilingualism where both first

and second languages are acquired by a speaker concurrently under the same

environment in early childhood. The speaker assigns identical meanings for

equivalent words as the two languages merge at the conceptual level of the

brain. Hence, two language systems are developed and maintained by the

speaker, both similarly available in speaker’s linguistic repertoire (Nomura,

2003). This can be seen among speakers with bilingual parents or those growing

up with different linguistic backgrounds.

Coordinate bilingualism occurs when a speaker learns two languages

under separate environments. This results in speaker having distinctive

conceptual representations for translation equivalents in the languages Archibald

(2000). In other words, equivalent forms refer to different concepts in both

languages with slightly different meanings assigned to each word. The speaker

may establish a first language in early age followed by a second language much

later such as through formal education or in adulthood.

Subordinate bilingualism, on the other hand, is a type of mediated

bilingualism where the lexical and conceptual representations of a speaker’s first

language play a role in facilitating the lexical representations of the speaker’s

second language. Dominant in the first language, meanings and concepts in the

second language are understood with the help of words from the first language.

Hence, one of the characteristics of subordinate bilingualism is low level

proficiency in the second language (Ibid).Following Weinreich’s (1996) typology,

many theories for bilingualism have been proposed with most focusing on

compound and coordinate bilingualism as they are regarded as “true”

bilingualism.

Code switching
 Code switching as a field of study has a rich and varied literature

encompassing research based on various theoretical models and research

methodologies. The dominant perspectives in the study of code switching have

been either sociolinguistic or grammatical in nature. The sociolinguistic approach

has examined languages in contact in bilingual or migrant communities and

concerns itself with the social and political motivations for its use. For example,

code-switching as a conversational strategy has been investigated in Gibraltar,

where Spanish and English have been in contact for several hundred years

(Moyer, 1998), social networks used by bilingual communities in Britain (Milroy

and Wei, 1995), in New York by Puerto Rican immigrants Poplack (1990)

Zentella (1990) Los Angeles by Japanese/English speakers Yamamoto, (2001),

Arizona by Spanish/Neuhuatl speakers (MacSwan, 2000), and many other

studies from around the world. How codes-witching serves to function as a way

of identifying and to align oneself with a group is another issue that researchers

have examined (Barker, 1995; Hill & Hill, 1996; Myers Scotton, 1998)

This sociolinguistic perspective can be seen as a “macro” approach to

the study of code switching, as it defines its analyses to the larger view of code-

switching as a function of social context and hierarchies. In addition, the

examination of language ideologies and attitudes has also been noted as an

underlying factor (Gal, 1997, 1998; Jaffe, 1999; Kroskrity, 1993). The

grammatical approach to the study of code-switching is psycholinguistic in

nature, which entails experimental studies to support models of bilingual

language processing. These models try to explain how bilinguals differ from

monolinguals in the way their languages are internalized. Issues such as

message construction, lexical access, and the integration of lexical and syntactic

representation in bilingual language production and comprehension have been

addressed (Bialystok, 2001; Dussais, 2001; Grosjean, 1997; Muyksen, 2000;

Myers Scotton & Jake, 2001). In addition, the grammatical and syntactic

investigation of code switching is driven by the notion that there are structural

constraints on its production and that there is a systematic favoritism for switches

to involve certain forms.

The experimental methodologies used include elicitation, comprehension

and grammaticality judgment tasks. Studies like those by Woolford (1993) and

McSwann (2000) seek to explain code switching in terms of the Chomskian

underlying frameworks for generative grammar. This approach can be seen as a

“Micro” perspective, as it concerns itself purely with the syntactic formulation of

code switched bilingual production and way their languages are internalized.

More recently, attention has been drawn to code switching as discourse related,

in that its use contributes to the interactional meaning of the utterance and

organizes conversation. The verbal interaction between bilingual speakers is

therefore open to, as Auer (1995) has said, “local processes of language

negotiation and code selection”. This view is attempting to bridge the gap
between the sociolinguistic approach that restricts its analysis to the social

significance of code switching within bilingual communities, and the strictly

grammatical approach, which seeks to explain models of psycholinguistic

language processing or to define code switching in terms of grammatical models.

Forms of codes witching, including intra-sentential, nonce borrowing, a shift to

another language for a word or phrase, is now looked at within the context of

conversational interaction, including change of topic, situation or interlocutor.

P. Auer (1998) identifies eight conversational loci in which code switching

is frequent:

1. Reported speech.

2. Change of participant constellation (address selection and the use of

code switching to include/exclude/marginalize participants or

bystanders).

3. Parentheses or side comments.

4. Reiterations (quasi-translations into the other language for the purpose

of putting emphasis on demands, requests, for clarification, attracting

attention and the regulation of turn taking).

5. Change of activity type (also referred to as mode shift or role shift).

6. Topic shift.

7. Puns, language play and shift of key.

8. Topicalization and topic/comment structure.

 The purpose of this study to examine where code switching is used as

an element of discourse, e.g. to change the topic and provide emphasis. Rather

than looking at code switched items in isolation, it is important to view the

example within the context of its production, i.e. to view its position within

conversational interaction. The methodology for such an analysis necessitates

the collection of naturally occurring conversation. Code switching has also been

viewed as embedding relationships and attitudes in a wider social context.

Woolard (1998) sees CS as socially motivated, functional and strategic, and

represents the intersection of social identity, consciousness and action. Blom &

Gumperz (1992) note code switching as being either “situational” or

“metaphorical”, and can show clear changes in the participants’ definition of each

other’s rights and obligations (p.424). Situational code switching is seen as a

code selection or language choice rather than “switching”, and tends to be inter-

rather than intra-sentential.

Metaphorical code switching is viewed as alluding to the semantic effect

depending on the typical “associations of the language” (ibid). Shifting

perspective is also noted as an underlying factor (Gumperz & Hernandez

Chavez, 1995). Gal (1997) points out that some bilingual communities may allow

intimate mixing, while others sanction a strict compartmentalization of codes.

Heller (1998) discusses CS and attempts made towards a dynamic model in

which it can be seen as “a resource for indexing situationally salient aspects of

context in speaker’s attempts to accomplish interactional goals” and to produce

conventional social discourse or referential meaning (p.3).

More often than not, bilinguals will find themselves switching or mixing

between languages that they are familiar with regularly while engaging in a

conversation daily. As code switching in linguistics, many bilinguals will utilize

their ability to shift from one language to another to communicate with others in

an unchanged setting and usually within the same utterance (Bullock & Toribio,

2009). Code switching is traditionally assumed to be an indication of language

knowledge deficiency in bilingual speakers. However, various researchers have

proposed that code switching is also commonly used by bilinguals to achieve

particular interactional goals in a conversation with other speakers (Shin, 2010).

McConvell (1994), Myers-Scotton (2006) and Heller (1998) identified code

switching as having connection to the identity, ethnicity and solidarity associated

with each language and it functions similarly throughout the world.

Di Pietro (1997) as cited by Malik, (1994), explained that Italian

immigrants, when telling a joke, will say the punch line in Italian to express that

they belong to the same ethnic group with shared values and experience. Thus,

code switching can help build relationship between speakers in a particular

conversation and this generally applies to all societies.

Code switching versus code mixing

 As hinted, the terminology of codes witching is anything but simple. There

are many terms that are used, on one hand, alongside code switching, or on the

other, distinguishing them in one way or another from code switching. Two of the

terms that are used are code switching and code mixing. In some cases they are

used as complementary terms, in the sense that code switching is reserved for

language alternation between sentences and code mixing for the language

alternation of two languages within a sentence (Winford, 2003: 105). Sometimes

the term code-change is also used when referring to switching between

sentences (cf. Lauttamus, 1990). However, both code switching and code mixing

may also be used as cover terms, that is, they are used for any type of

alternation (Pandit, [1990] as cited by Kovács, 2001: 62). Auer, (1995, 1998), in

turn, uses the term code-alternation to refer to code switching.

Switches can be either intra-sentential (switches within the same

sentence, from single morpheme level to higher levels) or inter-sentential

(switches from one language to the other between sentences); furthermore, intra-

and inter-sentential code switching often involve stretches of more than one word

(Myers-Scotton, 1998: 157). The term extra-sentential code switching is

sometimes used to refer to switches that do not belong tightly to a sentence, for

example tag questions (Milroy and Muysken, 1995: 8). Poplack, (1990) employs

the term tag-switching instead of extra-sentential switching to refer to switches

such as tag questions or sentence fillers. Some researchers do not consider

intra-sentential code switching as proper code switching since they feel that intra-

sentential switching is code mixing (Winford, 2003: 105). This study will use the

term code switching to refer to code switching and code mixing, while the terms

intra-sentential code switching, inter-sentential code switching and tag switching

are used to determine the types of code switching.

Code-Switching versus Borrowing

When adding the term borrowing to the terminological jungle described

above, the issue becomes even more complicated. The question seems to be

whether it is necessary to make a difference between code switching and

borrowing; furthermore, if the distinction is made between the two, what will the

criteria be (Kovács, 2001: 63). Borrowing refers to lexicon only, and usually one

word items are borrowed from another language into bilingual speech (Kovács,

2001: 63). According to Gumperz (1992: 66), borrowing means introducing single

word items or idiomatic phrases from one language to another; furthermore,

these words are integrated into the grammatical system of the borrowing

language. In contrast, code switching is a juxtaposition of two varieties which

operate under two distinct grammatical systems (Gumperz, 1992: 66).

Winford (2003: 107) argues that researchers have tried to distinguish

borrowing from single-morpheme switching by using the following criteria: a) the

degree of use by monolingual speakers meaning that established loans are

commonly used by monolingual speakers whereas code switches tend to be

“transitory phenomena”; and b) the degree of morphophonemic integration.

However, according to Winford (2003: 107), these criteria are not without

problems, since first of all the distinction between a switch and a borrowing is not

clear to bilinguals. Secondly, morphophonemic transition is also problematic as

both borrowings and word switches may be phonologically and morphologically

adapted to the recipient language (Myers-Scotton, 1993: 177-191).

According to Botztepe (2003: 5-6), there are two contradictory approaches

to distinguishing between codeswitching and borrowing, the ones of Poplack and

Myers-Scotton. On the one hand, Poplack (1990) argues that single other

language items (borrowings) are different from longer stretches of switches. On

the other hand, Myers-Scotton, (1993) argues that the distinction between the

two is not critical to analyses of bilingual speech. Poplack, (1990: 584-585)

proposes three types of criteria to determine the status of non-native items in

bilingual discourse: phonological, morphological and syntactic integration. If the

non-native items are to be treated as code switching, they have to have only one

type of integration (e.g. morphological integration). A borrowed item is regarded

as a phonologically, morphologically and syntactically integrated item (Poplack,

1990: 584). Later Poplack discarded phonological integration due to its variable

nature and since then this intermediary category has been identified as nonce

borrowings. Nonce borrowings are morphologically and syntactically integrated

and they may or may not show phonological integration. (Botzrepe, 2003: 6).
However, this study does not follow Poplack’s ideas but follows Myers-Scotton

(1993) who does not see code switching and borrowing as two distinct processes

nor does she find such a distinction to be critical. The present study aims at

analysing code switching in foreign language classrooms, and although it

acknowledges this distinction between code switching and borrowing, the focus

will be on code switching and the interaction in the classroom. The term code

switching will only be used; the types intra-sentential, inter-sentential and tag-

switching will be used to further illustrate the data.

Types of Code Switching

In one of the early researches, Blom and Gumperz (1992) identified two

types of code switching: situational and metaphorical. Situational code switching

is influenced by situation change in a conversation or discourse such as the

change in participant, topic or setting. Metaphorical or conversational code

switching, on the other hand, works as a conversational strategy to assist

conversational acts such as an apology, request, complaint or refusal.

From another perspective, Poplack (1990) categorized code switching

into the following three types: tag-switching, inter-sentential and intra-sentential.

Tag-switching involves inserting a tag or short phrase in one language into

an utterance that is otherwise entirely in another language. This type of code

switching occurs the most easily for the reason being that tags typically contain

minimal syntactic restrictions thus not violating syntactic rules when being
inserted into monolingual sentences. Common English tags such as I mean, you

know and I wish are some of the examples that fit into that category.

Inter-sentential switching a speaker switches from one language to

another between different sentences. This implies that when the speech of an

individual is divided into sentences, one sentence will be in one language while

the other sentence will be in a totally different language. Switching happens at

clausal or sentential level where each clause or sentence is in one language or

another. Occurring within the same sentence or between speaker turns, this type

of code switching requires its speaker to be fluent in both languages in order to

conform to the rules of the languages.

Intra-sentential switching a speaker switches from one language to

another within the same sentence. Thus a sentence will be made up of two or

more languages. When considering intra- sentential switching it is important that

the analyst also establishes the matrix and embedded languages in the code

switched material. The matrix language (hereafter ML) is the main language of

code switched utterances unlike the embedded language or languages (EL)

which is the less dominant language and plays a lesser role. According to Myers-

Scotton, (1993) there are two principles that may guide one in determining the

ML and EL. They are:

(1) The ML provides the largest proportion of lexical items in the CS text

while the EL provides fewer items.

 (2) It is the ML that sets the morpho-syntactic frame of the sentences in

code switched material.

Function of Code Switching

Language has diversified functions which vary depending on situation on

the situation and its issue. Linguists in the early years like M.K Halliday, R

Jacobson and U.P. Robinson state that language is used to ensure social

maintenance and to establish communication with others while involving both

behavior and emotions. It is talking to oneself either silently or alone.

Language experts across the globe have investigated in their experiments

the causes, functions, characteristics and effects of code switching and code

mixing. Such investigations on the causes of the phenomenon, for instance, have

revealed sociolinguistic and psycholinguistic factors.

Nilep (2006) states that speakers use code switching in their attempt to

communicate with other language users, serve to emphasize or clarify a point

and it can be used to attract or retain the attention of the listeners, to quote

somebody, as well as to exclude or include parts of the audience which is also

similar to the study reported by Di Piero (1997) with the Italian American parents.

Another function of code switching is that it may be used to build intimate

interpersonal relationships among members of a bilingual community (Sert,

2005), an identification with in-group as based from Accommodation Theory. In

this respect, it may be claimed that it is a tool for creating linguistic solidarity
especially between individuals who share the same ethno-cultural identity, thus,

from several studies code switching functions primarily as a symbol of group

identity and solidarity among members of the speech community (Boztepe,

2002).

Skiba (1997) suggest circumstances where code switching is used due to

an inability of expression, it serves for continuity in speech instead of presenting

interference in language. In this respect, code switching stands to be a

supporting element in communication of information and social interaction;

therefore serves for communicative purposes in the way that it is used as a tool

for transference of meaning.

Students are not always aware of the reasons for code-switching as well

as its functions and outcomes. Although they may unconsciously perform code

switching, it clearly serves some functions either beneficial or not. Eldridge as

mentioned by Serf (2005) names these functions as: equivalence, floor-holding,

reiteration, and conflict control. The first function of student code switch is

equivalence. In this case, the student makes use of the native equivalent of a

certain lexical item in target language and therefore code switches to his/her

native tongue. This process may be correlated with the deficiency in linguistic

competence of target language, which makes the student use the native lexical

item when he/she has not competence for using the target language explanation

for a particular lexical item. So “equivalence” functions as a defensive

mechanism for students as it gives the student the opportunity to continue

communication by bridging the gaps resulting from foreign language

incompetence.

The next function is floor-holding. During a conversation in the target

language, the students fill the stop gap with native language use. It may be

suggested that this is a mechanism used by the student in order to avoid gaps in

communication, which may result from the lack of fluency in target language. The

learners performing code switching for floor-holding generally have the same

problem: they can not recall the appropriate target language structure or lexicon.

It may be claimed that this type of language alternation may have negative

effects on learning a foreign language; since it may result in loss of fluency in

long term.

The third consideration in students code switching is reiteration, which is

pointed by Eldridge as: messages are reinforced, emphasized, or clarified where

the message has already been transmitted in one code, but not understood”. In

this case, the message in target language is repeated by the student in native

tongue through which the learner tries to give the meaning by making use of

repetition technique. The reason for this specific language alternation case may

be two-folds: first, she may not have transferred the meaning exactly in target

language. Second, the student may think that it is more appropriate to code-
switch in order to indicate to the teacher that the content is clearly understood by

him/her.

The last function of students code switching is conflict control. For the

potential conflictive language use of a student (meaning that the student tends to

avoid a misunderstanding or tends to utter words indirectly for specific puposes),

the code switching is a strategy to transfer the intended meaning. The underlying

reasons for the tendency to use this type of code switching may vary according

to student’s needs, intentions or purposes. Additionally, the lack of some

culturally equivalent lexis among the native language and target language which

may lead to violation of the transference of intended meaning may result in code

switching for conflict control, therefore possible misunderstanding are avoided.

Chung (2006) citing Tay, Myers-Scotton and Adendorff examined the

various strategies used by switchers and how the impact speech is increased by

the switching behavior. Code switching is viewed as a linguistic advantage of

communities, an example of which is a dynamic, multilingual country, Singapore.

Tay indicates the ‘unconscious’ nature of code switching behavior, which means

that the typical code-switchers are usually not aware of why they switch codes at

certain points in discourse. Furthermore, she suggests rather than try to

delineate linguistic forms of code switching the researchers should study

communicative aspects of code switching further. Hence, she approaches code-

switching in terms of a communicative strategy establishes group identity and

solidarity and rapport in multilingual discourse.

Chung (2006) reported that code switching serves a variety of functions in

diverse domains; Code switching is used as a communicative strategy between

speakers, according to the switcher’s communicative intents. The nature of code

switching is spontaneous and subconscious; thus, while the study of code

switching between Korean-English bilinguals cannot uncover the purposes for

the switcher’s choice, research into the entailed symbolic social messages and

cultural value systems of its users will provide further understanding of the

dynamics of language contact and socio-expressive functions across a specific

bicultural context.

In examining code switching between English and Zulu in a classroom

setting in South Africa, through interaction between high school teachers and

students, Adendorff (1996) identifies the range of discourse purposes served by

switching. In this view, code switching is “a communicative resource” that

enables teachers and students to accomplish a considerable number and wide

range of social and educational objectives emphasizing that code switching is a

form of sociolinguistic contextualizing. Adendorff defines contextualization cues

as a basis of which to infer intended meaning. By choosing one code of phonetic

lexical syntactic, or a formulaic expression, speakers depart from what they

would conventionally do in these same circumstances. All marked choices have

an important discourse function in addition to their referential function. His data

demonstrate that switching into Zulu from English in the claasroom setting

functions as encouragement building solidarity between teachers and students

and establishing authority and fulfils both academic and social objectives.

Adendorff concludes that because “languages are carriers of social,

(i.e.symbolic) meaning and express the identity value system of their user an

understanding of social meaning is important to interpret behavior of language

choice.

Issues on Code Switching

Tukinoff (1995) addressed the use of two languages as a factor in

effective instruction. Even though he distinguished between code switching and

language alternation, his conclusions are nonetheless pertinent to this study. He

writes, “Effective teachers make use of every available resource--including

knowledge of a limited English proficient (LEP) student’s native language--to

ensure that students learn. The purpose for language alternation should be tied

to achieving effective instruction” (pp.19-50). We propose that the code switching

done in this study by the teacher was for the purpose of “effective instruction”

even though its use was not limited to translating or presenting material which

had just been presented in the other language. The use of code switching

enhanced instruction in this particular setting not only by insuring understanding

and two-way communication between the instructor and the families, but also by

building rapport with and building self-esteem on the part of the families who

knew that they could participate in this class and let their voices be heard in

whatever language(s) they could express themselves. Language was, in effect,

secondary; communication of meaning as the families engaged in discussions of

issues significant to their lives was primary. The focus, thus, was on the purpose

of language use rather than on the process a factor which has been identified as

critical to children’s language learning (Smith, 1994), and which is also basic to

the whole language approach.

The issue of the feasibility of using code switching as a means of

developing bilingualism/biliteracy is often raised, particularly when children are

allowed to switch freely in the classroom. One needs to remember that the

classroom is not the only place where the children are developing their language.

In fact, children learn their language mostly outside of the classroom in other

social contexts where they cumulatively spend more time than in school (at

home, on the playground, at peer gatherings, etc.). Moreover, the influence of the

media (radio, TV, movies) on their language development is also very significant.

Children do, therefore, have the opportunity of developing their proficiency in

either or both languages through exposure and use in social situations where

either all Spanish or all English is obligatory because of different variables such

as monolinguals being present or the formality of the situation. The media (which
is usually in one or the other language) plays a principal role in the development

of their languages. Hakuta (1990) in discussing bilingualism among children

states, “There was no evidence of confusion between the two languages, even

though in normal conversations with their bilingual friends, they engaged actively

in switching between their two languages (code switching)” (p. 8). Another

concern deals with the ability of bilinguals to keep their languages separate at

will.

Research has shown that a child acquiring two languages simultaneously

will make an effort to separate them (to the extent that his proficiencies allow at

that particular point in development) when s/he perceives that is what the context

requires (Fantini, 1995; Huerta-Macías, 1993; Vihman, 1995). It has also been

shown that code-switching (to Spanish) in children’s English discourse lessens

as grade level increases (Garcia, Maez & González, 1993), perhaps because

they are approaching a more balanced degree of bilingualism. Switching (to

English) in Spanish discourse does not lessen but remains nearly constant

across grade levels. This indicates a need for more use of and exposure to

Spanish and/or, more significantly, a change to a more positive attitude towards

Spanish by the general population. An increase in overall use would also

encourage children to use it more, simply as a response to the social context.

Most importantly, extended use of the children’s native language would positively

affect their self-esteem.

 Bilinguals, as they grow into adulthood, do begin to code switch more

extensively again. This time, however, it is not due so much to lack of proficiency

in one or the other language, but is rather indicative of a growing metalinguistic

and pragmatic sophistication (Huerta, 1998; Valdés, 1991; Vihman, 1995) which

prompts them to make use of both of their languages to communicate in a more

exact way just what they want to say.

Synthesis

From the definition and studies mentioned, code switching is the

alternation between two codes (languages and/or dialects), between people who

share those particular codes. Choices about how code-switching manifests itself

are determined by a number of social and linguistic factors. It is quite typical in

multicultural and immigrant populations. It can take on several forms including

alteration of sentences, phrases from both languages, and switching in a long

narrative. It is not language interference based on the fact that it supplements

speech. It provides continuity in speech rather than presenting interference when

used because of an inability of expression

 Code switching in itself is perhaps not a linguistic phenomenon, but rather

a psychological one and its causes are obviously extra- linguistic. But

bilingualism is of great interest to the linguist because it is the condition of what

has been called interference between languages assumes that code switching is

not only natural, but common. The use of code switching, therefore is a

conscious choice, especially because speakers are aware of the social

consequences of the particular action that allows anybody to express

themselves.

In some situations, code switching is done deliberately to exclude a

person from a conversation. It is seen as a sign of solidarity within a group, and it

is also assumed that all speakers in a conversation must be bilingual in order for

code switching to occur. Bilinguals do not usually translate from the weaker

language to the stronger one, and is used most often when a word doesn’t come.

In addition, code switching in the classroom can be seen as a viable way

of facilitating the development of bilingualism/ biliteracy in children. Code

switching serves to not only enhance communication in the teaching/learning

process but can also help to maintain and develop the languages of a bilingual.

This maintenance and development takes place through the use of both

languages in meaningful activities which involve listening, speaking, reading and

writing. That is, while one language will in all probability be used to a lesser

extent than the other one in any given situation, its use can, nonetheless, serve
as a stimulus for more extensive use and thus further development in the

classroom.

Code switching was also viewed in this study as part of the holistic

approach to the acquisition of literacy in that it allowed each participant to use

each of his/her languages in a natural, meaningful way as the various classroom

activities were being implemented. We have come a long way in understanding

the nature of code switching from the days when it was referred to as a speech

mixture. However, there is more to be done. Another task ahead of us is to work

on changing the still all-too common attitude among school personnel that code

switching leads to lingualism and should not be used in the classroom.

CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the design and procedures undertaken during the

conduct of the study. It presented the research methods used, respondents of

the study, instruments used, validation of instruments, data gathering procedures

and statistical treatment of data.

Research Method Used

 This study made used of mixed method. Qualitative research method was

developed in the social sciences to enable researchers to study social and

cultural phenomena (Myers, 1997). It is data that is usually not in the form of

numbers. Qualitative research is an inductive approach, and its goal is to gain a

deeper understanding of a person's or group's experience. According to Ross

(1999), qualitative approaches to research are based on a "world view" which is

holistic and with a belief that there is not a simple reality based a upon

perceptions from different people which is dynamic within a given situation of

context. The qualitative approach entitles the researchers to use methods such

as observation, interview process and content analysis that includes inductive

reasoning which is reasoning "from particular instances to general principles and

one starts from observed data and develops a generalization which explains the

relationship between the objects observed (Schriver, 2001)

Specifically, the study utilized content analysis that deals in identifying the

frequency in occurrence of code switching serves as a tool for the researchers to

analyze the data into numerical frequency based on the observation and to

provide descriptive presentation of the computed frequency of the occurrence of

code switching in respondents’ utterances.

Meanwhile, quantitative research is the time honored scientific method. It

is about prediction, generalizing a sample to a larger group of subjects, and using

numbers to prove or disprove a hypothesis. For a typical study using quantitative

methods, researchers tend to draw a sample of persons at random from a

broader population, if possible (York, 1998). This method utilizes strict control of

variables and the focus is on static reality. The researchers are interested in

generating data from a large sample of study subjects so they can generalize the

conclusion to others (York, 1998). Quantitative research uses data that are

structured in the form of numbers or that can be immediately transported into

numbers (Ross, 1999).

Respondents of the Study

The researchers utilized convenience sampling in the selection of the

respondents.Convenience or opportunity sampling is the most common type of

sampling in L2 studies where the only criterion according to Dornyei (2007) is the

convenience of the researcher. The respondents of this research were selected

from the classes of third year CED students Major in Math, Science, Computer

Education, Social Studies and second year CED students Major in English

enrolled during Summer class in the school year 2016 students who underwent

code switching during the observation and interviewed after their class within a

four- day observation. The table below shows that there are 44 selected

respondents from different CED department classes consist of 16 males and 28

females wherein the respondents’ ages ranged from 17 to 30 years old

Table 1 presents the frequency of respondent’s age and gender.

 Table 1
Frequency of Distribution of Respondents
According to Age and Gender

Respondents Male Female Age

Computer Major 3 3 18-20

English Major 3 3 17-20

Mathematics Major 3 2 17-30

Social Studies 1 3 18-19

Major
Physical science 6 17 17-30
Major

Instruments Used

The researchers used the unstructured questionnaire during the interview

and it only consist of one question “why do you code switch?” to determine the

factors or reasons of respondents who underwent code switching in their

utterances during the class observation.

Validation of the Transcripts

 To validate the transcript, the researchers sought for an external expert

knowledgeable in the field to counter check the transcriptions. The researchers

presented the audio-records on a four- day observation together with the

transcriptions of the class interactions to determine the accuracy of the

transcriptions from the audio record observation.

Data Gathering Procedure

As referred to the result of colloquium, the researchers were

recommended to change their study from quantitative approach by using survey

method into qualitative approach through observation. Also the researchers were

advised to observe with different classes of CED in line with the purpose of the

study.The researchers presented an approvalletterto the professors of third year

CED students to conduct four- day observation with their class discussion.Only

Filipino major class was excluded with the study for the reason that their

professor did not allowed the researchers to observe their class.

After the approval, the researchers were assigned and observed without

any involvement and interruption from the class of different majors of CED.The

interaction and the code switched utterances of the students within the whole

period were recorded and listed.After the recording of the observation, students

who underwent code switching were interviewed and asked why they code
switched in their statement/s. Moreover, the researchers sought for a validator of

the transcripts and audio taped observation for the reliability of the data.

In addition, factors of code switching were analyzed upon the result of

interview with the respondents. This process involved the tabulation of the data

by means of frequency counting of the occurance of code switching. The

codeswitched statements were categorized based on functions (equivalence,

floor- holding, reiteration, conflict- control); and and kinds ofcode switching (intra

sentencial, inter sentential, tag switching, and lexical insertion). In line with the

observation and interview with the respondent, the researchers underwent

content analysis. Based on the tabulation, the researchers interpreted the data,

determined the highest frequency and arrived at the findings, conclusion and

recommendation based on frequency with each functions, factors and kinds of

code switching.
 CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data to answer the

problems stated in Chapter 1. The sequence of the presentation was based on

the problems raised in Chapter 1 of the study.

Problem 1: How often do the student code switch?

Table 2 presents the frequency of utterances of the respondents within

allotted minutes or hours and how often each undergoes code switch.

Table 2
 Frequency of Code-Switching of the Respondents

Major Total. No. of Total. No. of Code-

Utterances Switched Utterances

Computer 138 73

English 89 10

Math 26 22

Social Studies 279 194

Physical Science 240 175

It shows that Social Studies major got the highest number of utterances

which is 279, followed by Physical Science major got 240. Computer major got

138, English Majors got 89 and lastly, Mathematics major got the least number of

utterances which is 26.

In terms of the number of code switched utterances, the Social Studies

major have the highest frequency of code switching which is 194. While, the

Physical Science got the second highest rank which is 175, followed by

Computer major which has 73, Math major with 22 code switching. And lastly, the

English major got the lowest frequency of code switching which is only 10. This

reveals that Social Studies major got the highest frequency of code switching

while the English major got the lowest frequency of code switching. Perhaps,

Social Studies major required medium of instruction is English that is not

compulsory to utilize inside the classroom. That is why they tend to speak Filipino

as a medium of instruction.

The result indicates that the Social Studies majors are the most dominant

code switchers. Perhaps, it is because that though the medium of instruction that

they are using is English, they prefer to use the Filipino language in which they

are unconsciously codeswitch because they are comfortable with it and it easy

for them to communicate to their classmates as well as to their teachers.

Moreover, they prefer to use the Filipino language because as they go along in

the field of teaching. They will no longer use the English as a medium of

instruction in teaching history or even geography.

The result indicates that the Social Studies major got the highest of

frequency of code switching while, the English major got the lowest frequency of

code switching.

According to Thompson (2003) and Bautista (2004), they claimed that one

of the main reasons why many Filipinos are comfortable in code switching

between English and Tagalog or Filipino, the Philippine national language, when

they communicate with others is that they had been born and raised in a

community where both of these languages are mostly used everywhere as media

of communication.
 Problem 2: What kind of code switching was employed in the

studentsutterances?

Table 3 presents the frequency of code switch utterances in terms of kinds

of code-switching.

Table 3
Frequency of Code-Switching Utterances According to its Kinds
Kinds of Code Switching Total No. Of Code Switch
Utterances
Intra-sentential 368

Inter-sentential 4
Tag Switching 17

Lexical Insertion 59

The Table 3 reflects that intrasentential code switching was uttered 368

times by the respondents, while lexical insertion was used 59 times; 17 times for

tag switching and 4 times for intersentential code switching.

 Inter-sentential switching. This occurs when one language has been

inserted from another at sentence level (Zirker, 2007). This switching is observed

in the following utterances:

“Man power, from the word itself man power. Yun yung mga taong
gumagawangbusiness.” -Computer major

“They prohibited selling chewing gum because Singapore is very clean

country. Another one is in Tagalog bawal yung pagdudura.”

-English major

Tag-switching. This type of alternation occurs when a tag statement,

usually an expression, has been taken from one language and then inserts it into

another (Zirker, 2007). Such are highlighted in the following utterances:

“Okay na ba?”

“So pano sya sisimulan? that is financial control.” -Computer major

“Minsan ba ma’am meron din? May possible ano yung dalawang reason
ng given? “ -Math major

“So, eto, kunyare Filipino citizen tayo diba?”-Social studies major

“What can you say o anong masasabi nyo sa magiging topic

naten?” -Science major
 Intra-sentential switching. It occurs when one language has been inserted,

usually more than a single lexical term, into another at word or phrasal-level

(Jones, 2004). This was manifested in the following utterances:

“Nagegets nyo ba? It’s all about the..ano.. Knowledging statement

-Computer major

“Ma’am kasinagbisect sila sa point A.”-Math major

“Eto yung, hindi ibig sabihin na bawal magadopt yung ibang mga
foreigner.” -Social studies major

Poplack’s, (1990) code switching has been subdivided into three different

types as people have different manner, style or ways of using this in their

conversations. These are (1) intersential switching; (2) tag-switching; and (3)

intrasentential switching.

This simply means that majority of the respondents used intrasentential

code-switching followed by lexical insertion of code switching and tag

switching.Such are highlighted in the following utterances:

“When we say fix asset naman, these are asset acquired by long service”

-Computer major

“People heard ingay… ayun noise”.-English major

Ma’am what if vertical angles lang number two? -Math major

Ayun, according article 214..-Sociel studies major

 So di ba, we have different signal naman-Physical science major.

It can be deduced that the respondents still adhere to the primary medium

of instruction which is English. Gap fillers may possibly indicate a temporary lag

in thought and language processing which may suggest that respondents’ code

switching could only go as far as the use of L1 gap fillers when they are in the

process of thinking of perhaps the appropriate term to use or ideas to state.

According to Bautista (2008) lexical insertion was considered to

characterize a lexical feature of yaya English which are the insertion of Tagalog

particles like ha (according to Schachter and Otanes, ha is a clause-final particle

that expresses importunity), na, ano (hesitation filler), nga, naman, tapos, di ba,

ayun.

Problem 3: What are the functions of code switching?

Table 4 presents the frequency of code switching in terms of function of

code switching.

Table 4
Frequency of Code Switching According to its Function
 Function of Code Switching Frequency of Code Switching
Utterances

1. Equivalence 265

2. Floor-holding 82

3. Reiteration 1

4. Conflict control 91

As indicated in the Table 4, equivalence got the highest frequency of 265

utterances which regards to the function of the code switching of the

respondents. Second to the rank is the conflict- control which has 91, followed by

floor holding with 82 utterances and lastly the reiteration that got only 1 in terms

of its frequency.

The following code switched statements are under equivalence category

function:

“Yung multipurpose cooperative naman, sila yung pinagsama-samang

credit, marketing and product and services cooperative”

“Parehas ng corporation, parang lalong lumlawak siya”

“Next is you have big control in your business, so control mo lahat ikaw
kang magisa, ikaw lang magmamanageng lahat ng business lahat dun”
-Computer
major

“Bob Ongs quotations came from hugots and everything”

 -English Major

“Magko-congruent sila”

“Maam kase nag-bisect sa point A”

“Ma’am yung angle po nasa pagitan ng dalawang side”

-Math major

“Kahit di mo sya ina-adopt sa legal process di mo sya pwede iadopt”

“So triangle nire-represent nya yung three types of adoption”

“So dito, the following rules yung di pwedeng mag-adopt”

-Sociel studies
major

“And next, meron pa dun yung absorption of light na kung saan yung
kung ano yung kulay ng light naa-absorb din ng isang bagay kung nagi-
expose sya dun”

“Imagine how dark or kung anong nakikita mo or how different without

light”

“Pag naman sa water at cooking oil, nasa ilalim or ibabaw?”

-Physical science

These are the examples of floorholding. During a conversation in the

target language, the students fill the stop gap with native language use. It may be

suggested that this is a mechanism used by the student in order to avoid gaps in

communication, which may result to the lack of fluency in target language. The

learners performing code switching for floor-holding generally have the same

problem: they cannot recall the appropriate target language structure or lexicon.

It may be claimed that this type of language alternation may have negative
effects on learning a foreign language; since it may result in loss of fluency in

long term.

“While so yung credit cooperative, sila yung ano nagpapa-utang sa mga

ano sa mga entrepreneur”

“So, sa sole proprietorship, yung advantage neto, so proprietorship, ahm,

na assign yung ano solo ka lang, so ikaw lang yung boss, walang mangingi –
alam sayo”

“First is the study or, kapag ano, ah, upon the feasibility”

-Computer major

“People heard ingay… ayun noise”

-English major

“Kase Maam may ibat-ibang ano, may dagdag na panibagong reason”

“Form to congruent ano, hindi sya ngmid-point to form line segment”

“Yung ano segment MN tapos over NO”

-Math major

“So ayun halimbawa ano nasayo yung parental authority”

“Eto yung guardian na nangalaga sa bata di sya..ahh ..di sya pwedeng,

iadopt yung bata kung yung guardian relationship nya dun sa inilagaan nya is
terminate”

“Pero may mga exemption, first a former citizen, kunyare, for example,
ahm..former Filipino citizen ako, so pwede akong, ano, mag-adopt”

-Social studies major

 “Actually meron syang ano eh, meron parang nakakabit dito na parang
ganyan”

“So diba nga kapag solid yung tinamaan ng light, hindi talaga sya ng

a- ano”

“Dun sa ginawa natin yung sa activity na parang,ahm… Included din yun

same lang din dun sa radio” -Physical science

Eldridge (1996) pointed reiteration as code switching in the above

example : messages are reinforced, emphasized, or clarified where the message

has already been transmitted in one code, but not understood”. In this case, the

message in target language is repeated by the student in native tongue through

which the learner tries to give the meaning by making use of repetition technique.

The reason for this specific language alternation case may be two-folds: first, she

may not have transferred the meaning exactly in target language. Second, the

student may think that it is more appropriate to code switch in order to indicate to

the teacher that the content is clearly understood by him/her:

“Blood relation, sabi dito, yung kunyari, for example,..ah yung

pamangkin ko i-aadopt ko, pwede yun”
-Sociel studies major
The last function of students code switching is conflict control. For the

potential conflictive language use of a student meaning that the student tends to

avoid a misunderstanding or tends to utter words indirectly for specific puposes).

The code switching is a strategy to transfer the intended meaning. The

underlying reasons for the tendency to use this type of code switching may vary

according to student’s needs, intentions or purposes. Additionally, the lack of

some culturally equivalent lexis among the native language and target language

which may lead to violation of the transference of intended meaning may result in

code-switching for conflict control, therefore possible misunderstanding are

avoided.

“So sa general ah, general journal book naman, once the, once the data,
ah, statement hindi sya nakalagay, hindi sya naka-record sa apat nato, ibig
sabihin, makikita mo sya sa general journal book”
“So pagsinabing financial accounting naka-base sya sa income o sap
era and then management accounting naman kung pano patatakbuhin ang
isang negosyo”.
-Computer major
“We called it balsa.”
-English major
“Ayunyung sinasabing affidavit to use the surname”
“Next, the legal guardian yung nagalaga sa kanya ng proper
government instrumentality”
“Pag – pumasok sa marriage di ba, may responsibility na tayo? As
long as magkaroon yung mag-asawa ng anak. So, eto yung parental
authority”
-Social studies major
“Diba sabi ko kanina, light is electromagnetic radiation, so it happens to
move fast”
“Transceiver, ito naman yung when a device has both a transmitter and a
receiver, so yun yung tinatawag na transceiver”.
 “So yung information signal niya is parang hindi straight then carry
signal is pataas, then yung signal niya is malakas pero diretso lang di ba
same”
-Physical science
According to Serf (2005) names these functions as: equivalence, floor-

holding, reiteration, and conflict control.The first function is equivalence. The

student makes use of the native equivalent of a certain lexical item in target

language and therefore code switches to his/her native tongue. This process may

be correlated with the deficiency in linguistic competence of target language,

which makes the student use the native lexical item when he/she has not

competence for using the target language explanation for a particular lexical

item. So “equivalence” functions as a defensive mechanism for students as it

gives the student the opportunity to continue communication by bridging the gaps

resulting from foreign language incompetence.

Problem 4: What are the factors that affect the use of code switching?

Table 5 presents the frequency of utterances in terms of factors of code

switching.
 Table 5
Frequency of Utterances According to its Factors
Factors Using Code Switching Frequency of Utterances

1.Better facility of communication 9

and understanding
2.Use of familiar words for 20
expressing ideas
3.Emphasis of ideas or concept 2

4.Better clarification of ideas using 6

Taglish
5.Required medium of language 2

6.Influence of other people 1

7.Comfortable level with others 3
8.Difficulty in explaining a situation 6
or a concept
9.Lack of vocabulary with the 4
language
10.Nervousness and mental block 6

11.Force of habit 4

12.Lack of confidence in committing 3

mistakes

The data reveals that 20 respondents consider the factor “ due to use of

familiar words in expressing ideas” as their major reason why they underwent

code switching; 9 respondents consider “due to the better facility of

communication and understanding”; and 6 respondents each consider “due to

mental block and nervousness”, “due to difficulty in explaining situation and

concept”, and “ due to better clarification of ideas using taglish”, 4 respondents

each consider “ due to force of habit”, and “due to lack of vocabulary with the

language”; 3 respondents each consider “ due to the use for comfortable level

with others”, and “ due to the lack of confidence to mistakes”, 2 respondents

each consider “ due to the emphasis of ideas or concept” and “ due to the

required medium of language”, and only 1 respondents consider “ due to the

influence of other people”, as the reason for code switching.

In can be concluded from Table 5 that the most frequent factor of code

switching uttered by the students was the use of familiar words for expressing

ideas followed by better facility of communication and understanding in which

they affected most. On the other hand, the lowest frequency of factor of code

switching was influence of other people that affected them least.

The use of familiar words can be clearly seen in some major who required

using the English as a medium of instruction in which they still use the Filipino

language like Science, Math, Computer Education and Social Studies whose

subjects are English in nature but they tend to speak Filipino because they are

not familiar with the words that they are going to use in explaining difficult

concepts and meanings.

 “Syempre, nagkocodeswitch para mas mapadali sa isang katulad sa

presentor na ideliver yug topic nya. So, mas komportable akong mas mabanggit

yung English term kesa sa tagalog kasi minsan mahirap talaga banggitin yung

tagalog. Business parang negosyo parang ganun kasi lagi tayong nasasanay sa

English kaya yun, bale, yun din ang isa sa mga dahilan para sa comfort ng isang

presentor at the same time para sa mga receiver kasi may mga English word na

wlang katumbas sa Filipino language. Tapos, meron namang Filipino language

na walang katumbas sa English. So, its either ano lang codeswitch, para sa

presentor at the same time para sa listener.

-Social Studies Major

“Kasi minsan may mga estudyante na hindi nila maintindihan yung

sinasabi ng teacher, so para maintindihan nila yun, kailangang mag tagalog

paminsan minsan… kasi pag pure English kasi, may ibang estudyante na hindi

na kumikibo, oo na lang nang oo pero deep inside hindi nila naintindihan.

-Physical Science Major

Moreover, better facility of communication and understanding is also one

of the factors of code switching. It is because the subjects are English in nature

and they can not think of another equivalent word/s in Filipino of it that is why

they codeswicthed for smooth flowing of the transmission of message among

their classmates.
 Kasi ano minsan yung mga sa klase yung ano, may mga mabibigat na

salita, so para mas maintindihan yung words nay un kailangn syempre itagalog

para mas makarelate sila.

- SocialStudies Major

“May mga term kasi tayo na hindi pwedeng isalin sa tagalog especially sa

science, mas madaling i-elaborate kapag may halong tagalog kasi hindi naman

lahat ng term sa scince ay may katumbas sa tagalog, tsaka kailangan din mag

tagalog para mas maintindihan ng mga estudyante especially high school ang

tuturuan namin in the future.”

-Physical Science Major

“Mahirap I-translate sa tagalong”

–Mathematics Major

And lastly, the influence of other people affected them least perhaps

because it is their habitual manners to speak in English then flip to Filipino and

vice versa.

“Nasanay na ako mag tag-lish”

-Mathematics Major
 Baker 2006; Myers- Scotton 1993, emphasized the uses of code

switching. Social and psychological factors, rather than linguistic ones, trigger

code switching. Code switches may be used to emphasize a particular word or

phrase or its central function in a sentence. When a speaker doesn't know a word

or phrase in one language, another language may be substituted. This often

happens because bilingual use different language in different domains of their

lives. An adult may code switch to discuss work, because the technical terms

associated with work are only known in that language.

Kow (2003) listed in her article a few possible conditions for code

switching. Some of the conditions given are: lack of one word in either language;

some concepts are easier to express in one of the languages; a

misunderstanding has to be clarified; one wish to create a certain communication

affect; one wants to make a point.

 CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings from the gathered and

analyzed data, the conclusions that are drawn from the findings and the

recommendations are offered by the researcher in the light of the findings and

the conclusions.

Summary of Findings
 Based on the data obtained, the findings of the study were summarized

hereunder:

1. The Tourism got the highest frequency of code switching which is

194, while the ABM got the second highest rank which is 175, followed by ICT

with 22 code switching. And lastly, the HRS got the lowest frequency of code

switching equivalent to only 10.

2. The study revealed that intrasentential code switching was uttered 368 times

by the respondents, while lexical insertion was used 59 times; also, tag

switching consist of 17 utterances and intersential has only 4 utterances.

3. Equivalence got the highest frequency of 265 utterances which regards to the

function of the code switching of the respondents. Second to the rank is the

conflict- control which has 91, followed by floor holding with 82 utterances and

lastly, the reiteration that got only 1 in terms of its frequency.

4. The data reveals that only one respondent considered “ due to the influence of

other people”, as the reason for code switching; 2 respondents each consider “

due to the emphasis of ideas or concept” and “ due to the required medium of

language”; 3 respondents each consider “to use for comfortable level with

others”, and “ due to the lack of confidence to mistakes” 4 respondents each

consider “ due to force of habit”, and “due to lack of vocabulary with the

language”; 6 respondents each consider “due to mental block and

 nervousness”, “due to difficulty in explaining situation and concept”, and “ due

to better clarification of ideas using taglish”, 9 respondents consider “for the

better facility of communication and understanding”, and 20 respondents

consider the factor “to use of familiar words in expressing ideas” as their major

reason why they use code switching.

Conclusion

In the light of the findings, the following conclusions were derived:

1. The result indicates that the TOURISM are the most dominant users of code

switching. The students underwent code switching since Social Studies as a

subject has no particular language as a medium of instruction.

2. Intra-sentential code switching is the dominant kind of code switching being

uttered by the students. The prevalence of intra-sentential code switching

among the respondents’ discourse may suggest that code switching may tend

to be as minimal as the insertion of L1 gap fillers. Hence, it can be deduced

respondents still adhere to the primary medium of instruction which is English.

Gap fillers may possibly indicate a temporary lag in thought and language

processing which may suggest that respondents’ code-switching could only

go as far as the use of L1 gap fillers when they are in the process of thinking

of perhaps the appropriate term to use or ideas to state.

3. Equivalence serves as the dominant function of respondent code switching.

The student makes use of the native equivalent of a certain lexical item in

target language and therefore code switches to his/her native tongue. This

process may be correlated with the deficiency in linguistic competence of

target language, which makes the student use the native lexical item when

he/she has not competence in using the target language explanation for a

particular lexical item. “Equivalence” functions is a defensive mechanism for

students as it gives the student the opportunity to continue communication by

bridging the gaps resulting from foreign language incompetence.

Recommendations

In view of the drawn findings and conclusions, the researchers propose

the following recommendations:

1. Code switching may be used as techniques in teaching lessons in different

subject areas such as Filipino, Science, Mathematics, and Social Studies.

2. The policy of English speaking maybe initiated for English, Math and Science

classes who use English language as their medium of instruction for the

students to obtained more experience to an atmosphere of English speaking

environment.

3. Teachers and Professors must be given seminars or workshops for them to

be adaptive in teaching English and to develop their constant awareness in

the linguistic issues.

4. Researchers in the field of linguistic are encouraged to conduct the same

study but different in the setting. This is suggested because constant

research in language needs to a better awareness of language pedagogy in a

bilingual countr
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APPENDICES
 APPENDIX A

Letter of Request for Observation

Rizal Technological University

College of Education
Boni Ave. Mandaluyong City

April 04, 2015

Dear Madam,
We, the undersigned are currently enrolled in the subject Thesis Writing 2
entitled“TO SWITCH OR NOT TO SWITCH? : THE CED LANGUAGE
PRACTICES” as partial fulfillment in Bachelor of Secondary Education Major in
English. As such, we request permission from your good office to conduct an
observation.

Rest assured that no classes will be disrupted. Your approval will be highly
appreciated. Thank you very much!

Sincerely,

Bing A. Alcano
Angelica L. Gregorio
Jean Celica A. Lumogdang
Catherine Joy M. Naz
Nora Zayla B. Sequito
Researchers
Noted:

Prof. Lynn M. Besa

Adviser
APPENDIX B

Letter Request for Validation of Instrument

Rizal Technological University
College of Education
Boni Ave. Mandaluyong City

January 19, 2017

Dear Madam,

We, the undersigned would like to ask favorably your assistance in evaluating the
researcher’s Observation Transcript / Interview/ CD Recorded in line with the study
“TO SWITCH OR NOT TO SWITCH? : THE CED LANGUAGE PRACTICES.”
This is in compliance to expert validation process which we believed your expertise
would contribute inputs for the effectiveness of the said instrument.

Thank you.

Sincerely yours,

Bing A. Alcano
Angelica L. Gregorio
Catherine Joy M. Naz
Nora Zayla B. Sequito
Researchers

Noted:
Prof. Lynn M. Besa
Adviser

Approved by:
Miss Jodezza Caday
Validator

APPENDIX C

(Transcript sample of CED Students)

Computer Major 3rd year

Subject: Entrepreneur

DAY 1

Student 1:
They want to portrait as a group so they will avail of economic individually they
will not be able to obtain. (student reading)

“So meron pong mga types ng cooperatives which is the credit cooperatives”.

“Provide statement and credit facilities for each member.”(Student reading)

“So yung credit cooperative, sila yung ano, nagpapautang ng puhunan sa mga
ano, mga entrepreneur.”

"Next is the marketing cooperative, focuses on marketing the products on each

member. (Student reading)

So marketing cooperative, am, nagmamarket sila ng product which is, yung ano,
mga market cooperative, kinokomplay kung pano mag marketing strategy.

Next is the producer cooperative, provide assistant to members in processing

their products. (student reading) .. yung producer cooperative ng product ng mga
ano..

Next is the service cooperative, provide common servicesco-members health

service, funeral service, so on. (student reading)

So in service naman, ano, sila naman yung nagpoprovide ng services, example

yung mga funeral service.

Next is the, a multipurpose cooperative combines the services mention above

credit, marketing production and trading services. (student reading)

Yung multipurpose cooperative naman, sila yung pinagsama-samang credit,

marketing and product and services cooperative.

Next is the legal form present the advantage and disadvantage of the business or
organization. (student reading)

So yan yung una, yung una is the sole proprietorship.

Yung advantage, you own business. So sa sole proprietorship, yung advantage

nito, sole proprietorship, am, solo ka lang, so ikaw lang yung boss, walang
mangingialam sayo.
Yung disadvantage naman, you are liable for, so kapag bumagsak ka, sayo lahat
ng sisi, sayo lahat yung ano lahat.

Next is you have big control in your business, so control mo lahat, ikaw lang
mag-isa, ikaw lang mag-mamanage ng lahat ng business lahat dun.

Other resources access ng capital.

Next is you keep on profit, disadvantage it demands the (student reading)

Mag-isa ka lang so mahaba ginugugol mo about sa over detail.

Next is the partnership, so advantage more money attainable to the business

(student reading). Maraming ano mapupuntahan so parang ano sya, parang
katulad sa, pano ba to.

Tapos next is the, so marami sila, pag marami mag-iisip, mas lalago yung
business.

Next is the among the partner (student reading)

Yung ano, yung isang partner mo..

The capital, am, disadvantage lumalaki na sya so, ah sa mga company for
example sa business, am, yung advantage naman capital.

The disadvantage separately (student reading). Advantage, must be done by the

owner (student reading)

So kapag sa corporation. Next is the cooperative, so advantage (student reading)

Am advantage, parehas ng corporation, parang lalong lumalawak sya.

Student A: maliban sa mas malawak yung cooperative.

Student 1: Ok na ba?

Student C: may mga tanong pa daw kayo?

DAY 2

Student 2: Dito tinuturuan ang mga workers mo kung pano makipag

communicate sa mga.

Student 3:

Once again, good morning prof, good morning classmates..(unclear). We are

done in chapter 9 managing the financial aspect of the enterprise.

(student reading) You will learn how to gather the (student reading)

So in ano, am, in recording a business, tinatawag natin syang book keeping.

And the (unclear) ay tinatawag natin na book of account.

Book of account has ano, has a two kinds of book of account. First is journal.

In journal, dito nation, dito nila ah, dito nakachronological arranged yung mga
data na ginagamit, at ginagamit or, ano ba to, yung income statement na
inilalagay sa isang enterprise, dito sya nilalagay, dito pinepresent sa journal.

So yung entries na nilalagay nation sa journal, nakaayos sya in ano,

chronologically.

Next is cash book.

Dito naman nilalagay yung, when we say disbursement kasi..ano, yung mga
binabayaran nation, therfore dito sa cash book, dito natinb nilalagay, dito rin
nation makikita yung mga incomes or yung mga sales na binayaran nation for
example pag isa kang enterprise tapos bibili ka ng enterprises mo or raw
materials mo, lahat ng, lahat ng babayaran mo dito ilalagay sa cash book
payment account payable. (student reading)

So ito yung mga kadalasang makikita natin sa book.

Next is cash receipt book.

Sa cash receipt book naman, ah, ito yung mga magbabantay sayo, may mga
maiisip natin pinafiles sa cash receipt book.

Next is salesbook, so in sales book naman, ah, lahat ng ah, for example is sa
mga account, yung mga sales na gamit o sales na binebenta nila, nakarecord
naman sya sa tinatawag na sales book.

To simplify, recording of the were record as account.(Student reading)

So ano sya next is general journal book.

So sa general ah, general journal book naman, once the data, the, ah,
statement, hindi sya, hindi sya nakalagay, hindi sya nakarecord sa apat na to..
ibig sabihin, makikita mo sya sa general journal book, therefore, kung nkageneral
journal book ka, ah, pwede mong icheck yung balance, pwede i-check yung
balance, pwede mong iedit, pwede mo ding makita yung ano...

Next is general, general ledger.

When we say ledger naman, general ledger is the collection of account usually
so ah, itong book cash receipt book, ah, hindi mo na sya kelangan tingnan isa-
isa kasi makikita mo to sa lahat so, ano, sina-summarize na lahat ng statement
tas nilalagay sa general ledger na book of account din.

Nagegets nyo ba?Its all about the ano, knowleding statement.

Check of account.

Ah, check of account (student reading)

So, dito nakalagay lahat ng account by numbering sya, hindi sya pwede....
pagnaka-invest sya, hindi mo na pwedeng magalaw so...

Next is, next is financial statement into financial knowledgement and

management accounting.(student reading)

So when we say financial accounting, it is the, am, is the ..

So ah, nakabase sya sa dun sa yung may isang negosyo which is management
accounting..
When we say management accounting naman, it is used to assist status of the
company (student reading)

So pag sinabing financial accounting, nakabase sya sa income o sa pera and

then management accounting naman kung pano patatakbuhin ang isang
negosyo.

Next is balance sheet.

The balance sheet is a common statement that financial condition (Student

reading)

Balance is compose of two sections .When we say (student reading)

When we say balance asset, so dito yung nababayaran yung mga raw
material ..isang gastos, expenses sa isang kompanya na nadedetect.

When we say fix asset naman, this are asset required so am, ito yung required
na....

Next is other asset, so ito yung amount na pag mamay ari sa negosyo..ah naka-
clasify

When we say... this are abbreviation (student reading)

So ganun din sa merchandise, raw material kasama dun yung ah..

Next is, thhis are normally borrows.

So ito yung ah ginagamit, binebenta natin..

Ito yung expenses na gianagamitan natin... to promote this kind of business.

Once na-i, once na-iangat nating ating enterprise madalas nakakalimutan natin
ang tamang pag-mamanage ..dapat pinag aaralan muna then sinasaayos sa
isang business.

Next is..it is classify into two. When we say internal comparison, kino-compare
sya within the ano, the.... yung sa last day ba mas matass ka then ngayon kino-
compare ratio nila..
Then ito naman yung pinagcocompare between the two business, parang sa...
sa isang call center, diba meron dung group.......(unclear)

Next reporter..

Student 4: good morning (student reading) so break analysis, like for example,
yung mga, yung mga buildings, renta . .

Student 5: tapos another year mo pa bago.... variable cost.... example dyan mga
botones, di tulad ng fix cost long term na sya.....

Day 3

Student 6:

First is the kapag ano, ah, upon the study (reading)

Next is the, technical, technical feasibility, ah (Student reading)

Next is the financial viability, dito malalaman kung ah, pano sisimulan yung
research mo at pano makakakuha ng pera.

Student A: . . . . . (Student reading)

Student 7: study muna before business

Student 8: (Student reading is nag-fofocus sa mismong prinesent.

Student 7:

Man power, from the word itself, man power, yun yung mga taong gumagawa ng
business mo, so yun lang.

Student 9:

. .financial plan, nagkakaroon ka ng stategy...

Kapag na-eestablished mo yung goal mo sa life.

Interview
Why do you codeswitch?

Student 1.

Kinakabahan,,,

Hindi fluent sa English..

Saka hindi ma-express ang idea.

Student 2.

Mas madali gamitin... saka sanay na.

Student 3.

Yung report ko kasi is English, so ine-explain ko sya in tagalog para mas

maintindihan

Student 4.

Kasi nga, syempre pag hindi fluently English.

Mas maiintindihan nila syempre Pilipino tayo, mas naco-cope up nila...

Student 5.

Hindi required mag-English talaga, mas madali i-explain ang expression mo.

Student 6.

Oo, kasi syempre, major namin computer, di naman kami focus sa ano, sa
katulad nyo English major di ba, di kami focus dun masyado sa English speaking
sa classsroom, kasi sa report namin, pwede naman kami mag taglish eh. Di
naman prohibited samin na kelangan master namin yun diba, so saka isa na din,
way na din para mas maintindihan ng mga kasama ko pero kung gugustuhin ko
man na i-deliver ng English, pwede rin.

Student 7.
Eh kasi ganto yan, di mo kasi, di sa lahat ng bagay nai-express mo ang ideas mo
o kung ano yung gusto mo within one language dahil nga mga pinoy tayo
syempre mas sanay tayo at mas, am, nasanay tayo, mas makukuha mas ma-
aadopt natin yung sa Filipino or tagalog so therfore, may mga bagay na bigla
pumapasok sa utak mo na di mo na maii-translate sa English na mas ma-
eexpres mo sya in tagalog , so kaya taglish.

And anohter kasi yung mga listeners mo sigurado kang maiintindihan nila, pag
sinagot mo kung gagamitin mo taglish.

Student 8.

Siguro yung ano, yung, am, omprontong tanong, o yung wala ka pang idea sa
pag sagot ng tanong pero ano syempre sasagot ka, siguro kaya nagtataglish kasi
ayun nga namemental block ka or kung ano lang naiisip mo.

Student 9.

Nag tataglish ako kasi, ah, para mas madali ma-express ang mga sasabihin
natin, para maintindihan din ng lahat ng estudyante.

Tsaka minsan lack of vocabulary.

Syempre ano, kinakabahan din tayo, di naman yun nawawala satin, yun lang.

HRS

Subject: Afro- Asian literature

7:30am- 9:00 am

Summer Semester
Day 1

Topic: Philippine Literature

Reporter 1: “Good morning everyone , My topic is all about Philippine literature.

When we said Philippine Literature it is not part of the country ..meaning to say
we are all familiar but not other country. . In Philippine literature written by
Atienza, Ramos, Salazar and Nazal, it says that “true literature is a piece of
written work which is undying. It expresses the feelings and emotions of people
in response to his everyday efforts to live, to be happy in his environment and,
after struggles, to reach his Creator.”

“And now let’s go to the most popular Filipino writers, so here are the top list ..so
this is the first one.. Dr. Jose Rizal and he was a Filipino nationalist and polymath
during the tail end of the Spanish colonial period of the Philippines. He is also an
ophthalmologist by profession, Rizal became a writer and a key member of the
Filipino Propaganda Movement which advocated political reforms for the colony
under Spain. Some of his famous literary works are Noli Me tangere and El
Filibusterismo…..

Also we have Lualhati Torres Bautista as one of the foremost Filipino female
novelists in the history of contemporary Philippine Literature and her novels
include Dekada '70, and Bata, Bata, Pa'no Ka Ginawa?.

The next one is Francisco Baltazar , and he was a prominent Filipino poet and
is widely considered one of the greatest Filipino literary…works for his impact on
Filipino literature and the famous epic Florante at Laura being is regarded as his
defining work.

The next one is Bob ong … Who knows Bob ong? Anyone who can give
information about Bob ong? Okay so most of his quotations ..Sometimes I read
from the internet it is mostly coming from hugots and everything.

Lastly we have Martha Cecilia -a Filipino writer of Tagalog romance pocketbook

novels. She was the author of best-selling novel series Kristine and Sweetheart.

They are some of the famous writers here in our country who contributes to the
rich culture of Philippine writings.
Reporter 2:

Now let’s proceed with the notable writings and the literature here in the
Philippines. We have here “ How My Brother Leon Brought Home a Wife” written
by Manuel Arguilla. (The reporter showed a video presentation about the story )

So, the story started when Leon and his younger brother were both waiting for
the arrival of Leon's wife, Maria, riding in a carretela and as Baldo saw his older
brother's wife, he described her as lovely, tall, and beautiful… He narrated their
journey to Nagrebcan, their hometown. And next thing happened is that Leon
wondered why Baldo drove them to the Waig instead on the Camino Real. Later
on, Baldo answered that he drove them to the Waig because their father told him
to follow the Waig, the Waig route served as a test for the wife to see if she could
really live in a province which was very different in a life in a city where she lived.

While travelling, Maria described the place of Leon as clean, and free of dust and
smoke. Maria admitted of having some fears if the father of Leon would not
accept her as to be his daughter-in-law because she may not able to survive the
life in the province. When they got home, Leon's family talked to Maria. Baldo
and his father had a conversation about what had happened while they were
travelling. The father asked Baldo if Maria was afraid in their place. Baldo
answered that Maria was not afraid and instead she enjoyed the journey.

     Okay now based on the short story presented, I found it interesting in a way
that … because it taught me about respect and acceptance of one's life. In order
to have a harmonious and long-lasting relationship you must show respect to
each other and the family. And if you really love a person you should accept who
he or she is, and what he or she is. Like for example..in the story Maria and Leon
together with … with Baldo they rode in a aside from carretela the what we
called it … we called it balsa”.

      More than that, my analysis on the writing style of the author was good
because he used figurative languages which made the story more interesting,
convincing, and beautiful.
The message of the story was easy to understand because it was clear and
concise. And..the characters of the story were presented well of what were their
roles, the flow or the plot or the scenes in the story were organized.

The words used were appropriate. The story also taught us many moral lessons
in life like one may have to sacrifice small part of one’s life in order to be happy.
That’s all for the story How my Brother Leon Brought Home A Wife by Manuel
Arguilla thank you for listening classmates..anymore questions? That’s my
presentation about. Thank you for listening classmates!

Day 2

Topic: Singaporean Literature

Reporter 3: Good morning everyone, my topic is all about Singaporean literature.

The Singaporean literature combined with other asian countries literature
comprises a collection of literary works by Singaporeans in any of the country's
four main languages: English, Malay, Standard Mandarin, and Tamil.. While
Singaporean literary works may be considered as also belonging to the literature
of their specific languages, the literature of Singapore is viewed as a distinct
body of literature portraying various aspects of Singapore society and forms a
significant part of the culture of Singapore.

Moreover, Alvin Pang was Singapore’s Young Artist of the Year for Literature in
2005 and received the Singapore Youth Award in 2007 for Arts and Culture and
…. poet, author, editor and translator, he has appeared in many major festivals
and publications worldwide, and his work has been translated into over fifteen
languages.

So we can say ..ahm literature of Singapore consist of a….. It refers to the

Singaporean actors.. So when the independence arise many writers has
emerged..

(the reporter discusses about the writers of Singapore)

(one student is reading the poem entitld “ Ulysses by the Merlion” )

“So ahm..thank you .. as we analyze Ulysses by the Merlion represents the water
in Singapore and the upper part is a lion that symbolizes Singaporean culture.
These poem remind us that there is always more to be said about a symbol that
appears at once tired and overused. Ultimately, Reflecting on the Merlion is
perhaps the most useful for collecting the previously scattered poems on the
Merlion in a single volume, thus serving as a guide to what has gone before,
revealing which sentiments and expressions have become conventional and
clichéd, and encouraging future poets to think more deeply and originally about
issues of identity and how the Merlion— sabi nga problematic, yet emblematic
can participate in such considerations.

(the professor also discusses the important points in Singaporean literature)

(One student recited about cited and shared some important information about
Singapore) “Also selling chewing gums in Singapore is strictly prohibited and you
go there..they are not allowed … in tagalog yung pagdudura”

(the professor continue to discuss about Singapore)

Day 3:

Topic: Burmese Literature

Reporter 4: So by this morning..we will have ..Burmese Literature . I will discuss

to you the lucky gold Myanmar.. So, the former name of Myanmar is ahm..
Burmese.. Burmese is the lucky gold of Myanmar. So the name of the country
Burma is associated with Burmese literature has the tendency to reflect local
folklore and culture.
Burmese literature has historically been a very important aspect of Burmese life
steeped in the Pali Canon of Buddhism. Traditionally, Burmese children were
educated by monks in monasteries in towns and villages . But Burmese because
of the Carolinians..the… they have poor human rights .. the country Myanmar
under the British colonial group in 1943.. the Burma became…..during 1962…

(The reporter discusses about the population of Burma including their culture and
heritage)

……..” In their daily living ..Ahh yes that’s their common ano ba/?”

The earliest forms of Burmese literature were on stone engravings … for

memorials or for special occasions such as the building of a temple or a
monastery. Later, palm leaves were used as paper …, which resulted in the
rounded forms of the Burmese alphabet. During the Bagan Dynasty, King …
adopted ……Buddhism as the state religion, and brought many Pali texts from
…... These texts were translated, but Pali remained the literary medium of the
Burmese kingdom. The non-fiction and religious works prevailed during this
period …., a war poem by a monarch, was an early form of this genre in history
and as literature grew more liberal and secular, poetry became the most popular
form of literature in Myanmar. The flexibility of the Burmese language, because
of its ……., and its lack of many …… finals allowed poetry to utilise various
rhyming schemes. By the….., four primary genres of poetry had emerged,
namely … poems based on the ….. Tales, … a metaphysical and religious poem,
….. historical verses written as a hybrid of epic and ode.. and lullabies of the
royal family……..Courtiers also perfected the ….., a long prose letter.
And the beginning soon after self-rule, the government censorship in Burma has
been heavy, in terms of literary expression.

Day 4

Topic: Laos Literature

(the next reporter discusses the Laos literature)

Good morning everyone, the topic that was assigned to me is Laos literature..so..
The people of Laos have a rich literary tradition dating back at least six hundred
years, with the oral and storytelling traditions of its people dating back much
earlier. Traditionally literature is held high regard in Lao society.

Lao literature spans a wide range of genres including religious, philosophy,

prose, epic or lyric poetry, histories, traditional law and customs, folklore,
astrology, rituals, grammar and ….. dramas, romances, comedies, and non-
fiction. Also the Lao thematic elements frequently combine the religious and
philosophical with secular works and folklore. It is important to appreciate that for
the Lao, to engage in study or writing was in essence to pursue a deeper
philosophical or religious meaning. Equally important is that oral traditions
continue to exist along with written literary forms, and there is difficult to
distinguish the two as separate traditions they are essentially coexisting and
complimentary. Their written texts, in particular classical or religious, frequently
do not have individual authorship nor do they have a fixed form, they are
subject to continual retelling, reinterpretation and elaboration for the
pampukaw ng atensyon of readers .

What else?? Ahmmm.. Most works of Lao literature have been handed down
through continuous copying and have survived in the form of palm-leaf
manuscripts, which were traditionally stored in wooden caskets and kept in the
libraries of Buddhist monasteries. The act of copying a book or text held deep
religious significance as a meritorious act.and the emphasis in writing was to
convey Buddhist,……although…with animist beliefs is also common, religious
and philosophical teachings, individual authorship is not important works were
simply attributed with a perceived religious origin raising its status in the eyes of
the audience owing to the religious and societal importance of most literature, the
written word is generally kept in high regard and stored according to specific
cultural taboos. And that is my report about the literature of Laos thank you!

INTERVIEW TRANSCRIPTION

HRS

Afro- Asian Literature

Day 1

Respondent: XX

Question: In your statement, why do you use tagalog term "hugots"?

Answer: Because the term hugot makes my statement more familiar with my
classmates.

Respondent : XX

Question : In your statement, why do you use tagalog term "balsa"?

Answer: I have lack of vocabulary for the English term of balsa.

Question: In your statement, why do you use the term "payat"?

Answer: I forgot the English term of payat which is thin .

Question: In your statement, why do you use "shock" even though you speak in
tagalog?

Answer: Because of nervousness and mental block that's why I use taglish words
in my statement.

Day 3
Respondent: XX

Question : In your statement, why do you insert tagalog statement "bawal yung
pagdudura"?

Answer: For emphasis of idea in my statement.

Day 4

Respondent: XX

Question: In your statement, why do you use tagalog term ingay?

Answer: I was mental blocked that time . I forgot the term noise that's why
unconsciously utter ingay .

Question: In your statement, why do you state tagalog phrase " kung saan sila
magnanakaw"?

Answer: I was also mental blocked and its hard for me to translate it in English

Day 5

Respondent: XX

Question: In your statement, why do you use ano ba?

Answer: Because ever since I reported in front, I usually said "ano ba" and I think
that is my manurism already.

Question: In your statement, why do you use " sabi nga"?

Answer: Because it is so hard for me to express well my idea purely in English

and unconsciously include "sabi nga"

Respondent: XX

Question: In your statement, why do you insert the tagalog phrase " pampukaw
ng atensyon"?
Answer: I inserted tagalog phrase "pampukaw ng atensyon" to explain well my
report. And that is the only phrase that came into my mind as I explain the
presentation.

ABM

GRADE 11

Subject: Plane and Solid Geometry

Topic: Exterior Angle

Day 1 Observation

Professor discussion: (Explaining and Writing the topic)

Student Answer in Chorus: Vertical Angles.

Professor discussion:

Professor Question : How many had meat only? 22.

How many had meat only? 8.

How many had hamburger and meat? 2.

How many had cake and meat.? 7.

Professor discussion:

Professor Question: You have to proof angle for number 1?

The answer is (unclear)..

Number 2?

Student answer in chorus: Vertical angles

Professor Question: Number 3? Transitive. I told you diba transitive..

Student 1: Ma’am? What if vertical angles lang number 2?

Professor discussion:

Student answer in chorus: Deductive, Deductive..

Professor Question: What is the reason?

Student answer in chorus: Deductive

Professor discussion:

Student 2: Number 3 po.therefore..

Professor discussion:

Student 1: Ma’am what if is yung sagot nya is (unclear)..

Professor discussion:

Student 2: Hindi na check yung isa kung check. Pag-mali na lahat, mali na lahat.

Professor discussion:

Student 2: Sabi ko nga there is no solution.

Student 3: Decagon.

Professor Question; You have to show the formulas?

Student answer in chorus: 12-2x180

Student 2; Times 180

Professor discussion:

Student 2: Ano po yung side ng 5?

Professor writing the topic;

Hammer and metal sound:

Professor discussion:

Professor checking the score of assignment:

Professor discussion (Exterior Angle)

Professor Question: How many Exterior Angles do you think triangle has?

Student 2: Dalawa. Dalawa..

Professor writing and discussing the topic:

Student 4: Angle ABF.

Student 1: Angle ACD, Angle ECD.

Student 5: Angle FEC.

Professor discussion:

Student 6 : Angle C and E

Professor Question: Find the angles?

Student 7: Angle E and B

Student 8: Angle Band D

Professor discussion:

Student 9: E and A

Student 10; ABF

Professor Question; What angle is that?

Student 11: Angle ECD

Student 12; Angle BEC

Professor discussion:

Professor Question; Where is the exterior angle?

Student 13: ECD angle

Professor discussion:

Professor Question: What is the remote of interior angle ECD?

Student answer in chorus: Angle. Angle B (unclear)..

Professor discussion:

Professor Question: Now, if B will asking you. What is the remote of interior angle
of this exterior ABF?

Student answer in chorus: Angle E and P

Professor discussion:

Professor Question: What are the remote interior angle?

Student answer in chorus: Angle D , Angle C

Professor discussion:

Professor giving and checking a quiz:

Professor Question; The number 1 measurement of angle HEC?

Student 2: 60

Professor Question; The measurement of angle CHE?

Student answer in chorus: 80. 40+50=100-180= (180)

Professor Question: Number 3

Student 2; 60

Professor Question: Measurement(unclear)..

Student answer in chorus: 50

Student 2: 70+60=130

Professor discussion:

Student 2: Pwede ano Ma’am ginawa ko 59 yung isa minus 180.(unclear)..

Professor Question: Number 6? Measurement of angle (unclear)..?

Student answer in chorus: 100.

Professor Question: Measurement of CID ?

Student answer in chorus: 80

Professor Question; Number 9? Measurement of angle HID?

Student answer in chorus: 100.

Professor discussion

Professor giving an assignment.

Day 2

Major : ABM

Yr : Grade 11

Subject :Plane and Solid Geometry

Topic : Correspondence Between triangles/ SAS Postulate (Side angle Side)

Professor discussion:

Professor Question: What do you mean by SAS?

Student answer in chorus: Side Angle Side.

Professor writing and discussing the topic:

Professor Question: What is your reason?

Student 1: Given

Professor discussion:

Professor Question: Ano po ba yung Included Angle?

Student 2; Ma’am yung angle po na nasa pagitan ng dalawang side.

Professor writing and discussing the topic:

Professor Question; What do you mean by mid point?

Student 3: (unclear)
Professor Question: What will happen if you have a midpoint in that segment?
Yes? It will. Okay! Po. Yes…?

Student 4: Magko-congruent sila.

Professor writing and discussing the topic:

Professor Question: What do you mean by this one?

Student answer in chorus: If the two angles and the included side of one triangles
are congruent to the two angles in the included side of another triangle then two
triangles are congruent.

Professor writing and discussing the topic:

Professor Question: The reason is given. After that?

Student 5: Segment A,E congruent to B,E.

Professor Question: Why?

Student 1: Ma’am kase nag-bisect sila sa point A.

Professor discussion:

Professor Question: Ano yung congruent side nya other than yung pong B,E at
saka A,B?

Student answer in chorus: B,B and C,E

Professor Question: And then the other one? Ano po ang ano?

Student answer in chorus: Segment bisector

Professor Question: Ano po yung ginamit nyo?

Student 6: Vertical.

Professor Question: Nasaan po jan ang vertical?

Student 6: Yung angle E saka(unclear)..

Professor Question: Ano po ang reason?

Student 7: Vertical Angle theorem

Professor discussion:

Professor Question: What reason?

Student answer in chorus: Vertical Angle Theorem.

Professor Question: Na proof muna two sides are congruent and one?

Student answer in chorus: Triangle A, B, C is Congruent to triangle B,E,D

Professor Question? What extention?

Student answer in chorus: ASA Postulate.

Professor writing and discussing the topic:

Professor Question: What will be postulate to be use?

Student answer in chorus: Ano po Ma’am ASA.

Professor Question: Anong side po yun?

Student answer in chorus: AB

Professor discussion:

Student 8: Reflexive. Reflexive nga eh…

Professor Question; What do you mean by reflexive?

Student 8: Anything is equal to itself.

Student 9: Any segment is congruent to itself.

Professor discussion:

Student 10: Minsan ba Ma’am meron din? May possible ano yung na dalawa
yung reason ng given? Ng ano po yung statement may possible po na dalawa
yung reasoning nya?
Professor Answer: Yes, possible.But you need to come up to the same reason.
Okay po!. Kase if you will not come up on the given,you will come up on the
different postulate.

Professor writing and discussing the topic:

Professor give a quiz

Day 3

Major : ABM

Yr : Grade 11

Subject :Plane and Solid Geometry

Topic :Congruence in an Isosceles

Professor wirting and discussing the topic:

Professor Question: What is isosceles triangle by the way?

Student answer in chorus: Two sides are congruent.

Professor writing and discussing the topic;

Professor Question: Identify those three angles of that isosceles triangles?

Student 1: Angle A, Angles B. Angle C.

Professor writing and discussing the topic:

Professor Question: What is your reason?

Student answer in chorus: Definition of Angle Bisector.

Student 2: It is form to two angle.

Professor discussion:

Professor Question: What is your reason?

Student answer in chorus: Reflexive property.

Professor Question: Ano po yung congruent triangle?

Student answer in chorus: Triangle UMR and Triangle TMR.

Professor Question: What is your reason?

Student 3: SSS

Professor discussion:

Professor Question: E yung the last one? What is the reason.

Student 4: Definition of the midpoint

Professor discussion:

Professor Question: Pagka po yung mga parts ng congruent triangles. I this one
it follows po yung kanyang parts ay also congruent(unclear)…

Student 5: Angle side

Student 6: Yung A and B.

Professor discussion:

Student 7: Yung angle U and B po.

Professor discussion:

Professor Question: What do you mean by converse?

Student answer in chorus: Kabaligtaran.

Professor writing and discussing the topic: ( Machine Sound)

Professor Question; What is segment BP is congruent to segment BP? Eto po

yun.

Student answer in chorus: Reflexive

Professor Question?From what theorem?

Student answer in Chorus: ASA(Angle side angle)

Professor discussion: (unclear)..

Professor Question: Any idea what is right triangle?

Student 8: A right triangle has a right angle that measure 90 degree.

Professor writing and discussing the topic: (Machine Sound)

Professor Question: What is perpendicular bisector?

Student 9: Segment A (Unclear)..

Professor Question: define first?

Student 10: Segment (unclear)..

Professor Question: Naka-form ka ng dalawang congruent segment. Ano yun?

Yes?

Student 11: Segment AD is congruent to HD

Professor Question: Ano po ang reason?

Student answer in chorus: Definition of perpendicular bisector.

Professor discussion:

Professor Question: Ano? Yes mr?

Student 12: Segment A,M

Professor Question: Ano po masasabi nyo?

Student answer in chorus: Definition of perpendicular Segment.

Professor Questions: After doing that. Of course you are able to produce
(unclear)..

Congruent triangle.Yes ano po yun? Yes?

Student 13: Triangle MTH and Triangle MTA a right triangle.

Professor Question: Ano ba yan eto o eto? Iyon?Baket?

Student 14; Reflexive.

Professor Question: Nakakalito? Yes !Question?

Student 15; Kase Ma’am may ibat-ibang ano. May nadag-dag na panibagong
reason.

Professor discussion:

Professor Question: Ano number 5?

Student 16: Yung ano Ma’am leg leg na (unclear)..

Professor Question? And the last one is?

Student 16: Leg, Leg, Leg

Professor discussion:

Professor give an assignment:

Day 4

Major : Math majors

Yr : Second year

Subject :Plane and Solid Geometry

Topic : Congruency of a right triangle

Professor writing and discussing the topic:

Professor Question: Why?

Student 1: Ano po to prove that the two triangle are congruent.

Professor discussion:

Professor Question: What is the reason?

Student answer in chorus: Given.

Professor Question? What is the definition of midpoint to form line segment.

Student 2: Form to congruent ano, Hindi sya nag midpoint to form line segment.

Professor Question: Next is what?

Student 3: Angle 1 and Angle 4 are vertical angle, The reason is two side or
intersect(unclear),.

Professor check the assignment:

Professor writing and discussing the topic:

Professor Question: How did you know? Yes?

Student 4: Yung ano segment MN tapos over NO.

Professor give a Quiz:

Professor Question: How many theorem have you learn today?

Student answer in chorus: Two..

Professor Question: What do you mean by similar?

Student answer in chorus: Same..

Professor Question: Yes?

Student 1: Same shade and side. Ay shape pala.

Professor Question: Yes? What do you mean by similar?

Student 6: Ma’am for me Ma’am similar. Am… the figure are proportion or
congruent angle.
 Interview Transcription

Day 1

Why do you Code-switched?

Question: Ma’am? What if vertical angles lang number 2?

Answer: Nasanay na ako mag-taglish.

Question: Ma’am what if is yung sagot nya is

(unclear)..?

Answer: Ini-enhance ko kase yung skills ko sa pagsasalita ng English

words.

Day 2

Question: Hindi na check yung isa kung check.

Pag-mali na lahat, mali na lahat.

Sabi ko nga there is no solution.

Ano po yung side ng 5?

Pwede ano Ma’am ginawa ko 59 yung isa minus 180.(unclear)..

Answer: Nako-conscious ako mag English.

Question: Yung Angle po na nasa pagitan ng dalawang side.
Answer: Mahirap I-translate sa tagalog.
Hindi ako masyado ngbabasa ng dictionary.
Question: Ma’am kase nag-bisect sila sa point A.
Answer: Lalong maintindihan
Malim yung translation sa English
Question: Minsan ba Ma’am meron din? May possible ano yung na dalawa
yung reason ng given? Ng ano po yung statement may possible po na dalawa
yung reasoning nya?
Answer: Kinakabahan ako everytime na nag sasasalita ako ng English.
Day 3

Question: Kase Ma’am may ibat-ibang ano. May nadag-dag na panibagong

reason.
Answer: Hindi ako masyado familiar sa English.
Mas komportable ako magsalita ng tagalog.
Day 4
Question: Ano po to prove that the two triangle are congruent.?
Answer: Bihira lang ako magsalita ng English.
Bihira lang ako mg-recite ng English words kase mas focus kame sa pag-recite
ng numbers at pagso-solved.
 TOURISM
Subject: Law Related Studies
Topic: Adoption

Day 1 Observation

Reporter: XX

Explanation;
So adaption, it defines as a social legal process. So may legal process na
ginagawa. Hindi ibig sabihin na inalagaan mosiya sayo na yung ah, ikaw na yung
ah, yung magiging nanay nya dapat merong magiging legal process bago mo
siya maging anak.
So eto yung symbol ng adoption eto yng , na , tinatawag adoption triad.
So triangle nirerepresents nya yung three sides of adoption. Ah, first yung the
birth family. Yung pinagmulan nung bata, next, is yung adopting family, yung
nag-adopt, and next yung adaptee yung, nag-adopt then yung heart yung
nirerepresent ng love sa anak.
So let’s proceed to the rules for adoption, first, can you read? Zaldy?
So first, ah… number one rule of adoption yung may adopt. Ah..eto yung
mga tao na may kapasidan na ah.. gampanin yung tungkulin na magiging anak
nya.
So ditto, sabi : “a person of age”, so , di ibig sabihin na legal age ka na
pwede ka na mag-adopt, pero dapat ah.. kaya mo nang pangalagaan yung
magiging anak mo.
Next, so the following person, ah..dito pala sa first rule ah… 16 years old,
older sa magiging i-aadopt mo 16 years old.
So next, the following person may not adopt. Please read!
So dtio, the following rules yung di pwedeng mag-adopt.

“The guardian with respect to the approval of the final court.

Explanation;
Eto yung guardian na nangalaga sa bata di sya ..ah.. di siya pwedeng, di
pwedeng i-adopt yung bata kung yung guardian relationship nya dun sa
inalagaan nya is terminate, so bawal sya mag-adopt.
Next,
(Student Reading)
Explanation;
So bawal mag-adopt ang isang tao kung nagkaroon sya ng ah..oh yes
committed sya sa crime, for example, rape , ah.. pumatay. Next.

(Student Reading)
Explanation;
So hindi na… hindi mag-adopt ang alien, hindi ibig sabihin yung “alien” eto
yung mga other, yung taga ibang bansa. Pero may mga exemption, first: “A
former Filipino citizen”, kunyari, for example, ah… former Filipino citizen ako, so
pwede akong, ano, mag-adopt, pera nalang yung i-aadopt ko is yung karelative
ko. Blood relation, sabi ditto: yung kunyari, for example , ah… yung pamangkin
ko i-aadopt ko, pwede yun! Basta karelative mo lang. Next.

(Student Reading)
Explanation;
For example ako, ah American pero di ako ano ah… Filipino, tapos yung
asawa ko Filipino. So pwede akong mag-adopt, kasi yung i-aadopt ko naman
yung anak nya yung illegitimate child nya, pwede kong i-adopt yun. Dapat may
relation kayo about sa , dun sa Filipino citizenship. Next, “rule for adoption”.

XX: May not adopt di ba?

Reporter: Oo may not adopt pero may mga exemption.

Eto yung , hindi ibig sabihin na bawal mag-adopt yung ibang mga
freigner, pero may mga rules na pinapatupad. Next rule!

(Student Reading)
Explanation;
So kung mag-aadopt dapat yung dalawa asawa is, ano ah… agree sila
para mag-adopt, pero may mga following cases sa… first, “when one spouse
seeks to adopt his own illegitimate child”. So for example, ahm..asawa ko, gusto
ko mag-adopt ako ng ano, pero yung asawa ko hindi, so pwede naman akong
mag-adopt kahit hindi… so pero yung i-aadopt ko yung anak ko sa iba.
XX: ano, tawag ditto , kunyari di ba , di pa naman sila kasal ni ate? Yung asawa
ng ate ko tas may anak na sila? Di ba, yun nga, tas di ba, pano pag nag-asawa
si ate? Nagpakasal siya dun , dapat bang i-adopt nung magiging asawa nya?

Reporter: So, kung maghihiwalay man sila, malinaw po mapupunta si Crank dun
sa nanay.

XX: Kapag ganto kasi , di ba sinabi ko nakapangalan nayung bata sa tatay nya
pero di pa sila kasal, kapag nagpakasal sila kasi ate mo, legal na ganto yan,
aadopt nalang siya , yun… ng magiging asawa mo.

Reporter; Next, “when one spouse seeks to adopt the legitimate child of the
other”.

Explanation;
So, ako gusto kong i-adopt yung ibang…. For example, si Gold may anak
siya, legitimate child ah! So pwede mong i-adopt yun pero may…. Kung papayag
siya na i-adopt siya.
Reporter: Next rule.
(Student Reading)
Explanation;
So, eto yung, “the following person”, yung pwedeng i-adopt toh! Pero sabi
dito: “a person of legal age”, so pag 18 na siya, di na pwede i-adopt, pero may
mga cases, unless he or she is a child by nature. Ako, ah… anak ako ni… anak
ako, ay! May anak ako, sarili kong anak ah… tapos pwedeng yung asawa ko,
pwede niyang i-adopt yung sarili kong anak. Kahit legal age na siya. Di ba?

Reporter: Next, prior to the adoption said person has been consider and treated
by the adapter as his/her own child during minority.

Explanation;
So yung guardian, sabi dito yung nangalaga sa bata hanggang sa lumaki
siya pwede mong i-adopt yun. Ok! Gets ba? Next, can you read?

(Student Reading)

Explanation;
 So, eto, kunyari Filipino citizenship tayo di ba? Di tayo pwedeng mag-
adopt sa ibang bansa. Kunyari, American citizen yung bata, di tayo pwedeng
mag-adopt unless meron tayong diplomatic relationship dun sa ibang bansa na
pagkukuhanan nung bata. Kung wala tayong diplomatic relationship dun sa isang
bansa, di tayo pwedeng mag-adopt. Next.

(Student Reading)

Explanation;
Yes, so di na pwedeng i-adopt ang bata kung na-adopt na siya, pero ,
unless yung adoption, yung adoption is na-terminate, bale, ah.. ibig sabihin,
invalid nga yung adoption dun sa bata. So, pwede nyo ng i-adopt yung bata na
yun. Next rule, can you read?

(Student Reading)
Explanation;
So di may mga written consent to the following person sa adoption. First,
yung i-aadopt mo, person to be adopted. So kailangan may written consent
sakanya. Magmumula sakanya bago mo sya maiadopt, so ten years class of age
or pataas.Next.

(Student Reading)

Explanation;
So, dapat pag-iaadopt mo yung bata may consent siya dun sa tunay
niyang magulang. Ayun! Parents by nature of the child.

Students: May tanong kami kasi nagtatalo-talo kami kung pwedeng mag-adopt
kahit isa lang?

XX: Pwede yun basta mabubuhay mo yung bata di ba? Last time diniscuss na
natin yan! Kasi di nakikinig eh!

Reporter: Next, the legal guardian yung nagalaga sa kanya nd proper

government instrumentality. Yung proper government like DSWE, so di ba may
mga bata dun na pinapaano? So maghahanap ka dun, so kailangan may
consent na manggagaling sa kanila. Next number three.
(Student Reading)

Reporter: So may written consent sa illegitimate and adoted children kung

may anak ka, kung mag-aadopt, kailang may consent ka sa kanila kahit adopted
children pa yun. Eighteen years of age or over. Next number four.

(Student Reading)

Reporter: so ditto, sa rule na toh, pwedeng magpetetion yung nag-adopt.

Yung anak ko for example, yung tunay kong anak, ginawan niya ng kasalanan
dun, yung ginawan ako ng masama, yun pwede kong tanggalin yung adkoption
para sakanya. Nagets ba? May tanong? Next,

(Student Reading)

Reporter: So dito pag yung inadopt ko lumayas sa puder ko ng isang taon, yung
adoption na ano ko sakanya is mawawala na. Pwede kong ipetetion yun na
tanggalin na yung karapatan ko para sakanya.
So nadiscuss na toh ni sir XX. Republic Act 1965.
“An act allowing illegitmate children to use the surname of their father”. So
syempre pag yung illegitimate children kung gagagitin niya yung surname nung
kanyang magiging ama, dapat may consent sa kanyang father. Ayun yung
sinasabing “affidavit to use the surname”. May tanong pa ba?

XX: eh pano yun kapag, ano tawag dito?, walang plano siyang magkaanak kasi
may pamilya siya. Ang kapalit yung baby tapos gusting kunin ulit.Pano yun?

Reporter: Pwede kasi hindi naman nagkaroon ng legal process.

XX: Eh pano yung mga nanay na ginamit yung apelido para dun sa anak nila?

Reporter: Pwede parin baguhin.

XX: Kaya dapat pag mag-aampon tayo, legal process, kasi kahit may papel,
minsan alangnin pa eh! Lagi tayong magassurance.
Reporter: Kahit di mo siya ina-adopt sa legal process di mo siya pwedeng i-
adopt.
Topic : “PARENTAL AUTHORITY”
Reporter: XX

Reporter: Pag pumasok sa marriage di ba, may responsibility na tayo? As

long as magkaroon yung mag-asawa ng anak. So, eto yung parental authority.
General Provision, who can read article 210?

(Student Reading)

Reporter: So yung parents, yung parental authority and responsibility may

not be enough. So, so hindi siya pwede ilipat or hindi siya pwedeng ibigay. Hindi
siya pwedeng i-use ng magulang or hindi pwedeng i-transfer. So, ibig sabihin,
yung parents, ahm… hindi porket kasal na kayo is pwede mo na siya, halimbawa
nag-kaanak kayo, hindi lang sa kasl yung, ahm….(student laughs) Let’s proceed
ah?

So yung parental authority saka responsibility, hindi siya pwedeng ilipat,

kung ano, hindi niya pwedeng i-refuseng isang magulang hangga’t, ay!,
pagkanagkaanak na sila. Next is article 211.

(Student Reading)

Reporter: So dito, yung father saka mother, yung ano mag, ahm… nasa
kanila yung parental authority sa anak nila hindi porket (….), the father’s decision
will prevail. So yung desisyong ng tatay yung masususnod kung sakaling hindi
sila magkaintindihan ng mag-sasawa. Tapos ano pa?Unless the court points
another person. Depende parin sa, halimbawa hindi sila nagkaintindihan, yung
court na mismo yung mag-aapoint kung sino man yung pwedeng maging
guardian or pwedeng mag, ahm… kung kanino man ilipat ng court yung custody
ng bata.
Who can read article 212? Yes XX!

(Student Reading)
Reporter: So halimbawa namatay yung isa dun sa mag-asawa.
Halimbawa nagpakasal yung… Halimbawa si jomari, tsaka si gold, namatay si
Jomari, tapos may anak sila, itong si marigold, nagpakasal siya, nagpakasal siya
kay Arzaga, yung parental authority, ano, tuloy-tuloy pa din. Di porket namatay si
Jomari, iiwanan na niya or wala na sakanya yung responsibility. Nasa kanya
parin kasi buhay parin siya. Next is article 213. Who can read?

(Student Reading)

Reporter: So, ano, ditto halimbawa na lang, ahm… may ano, refer parents
na nag-anak, parental authority shall exercise by ano, appointed of the court.
Halimbawa na lang is yung, sino yung na-appoint na mag take over dun sa bata.
So sakanya, yung parental authority unlike at the age of seven, yung bata yung
mamimili. Halimawa sila Gold Ulit, pinili ni eman na si XX na maging, ay di siya
kasama kasi hindi bet ni XX na buhayin si XX. So ang custody ay mapupunta kay
Gold. Next, who can read article 214?

(Student Reading)

Reporter: Ayun, according to article 214, halimbawa namatay yung both of

parents, namatay, so mapupunta yung parental authority either sa magulang
nung lalake or dun sa magulang ng babae. Next, let’s move on to article 215.

(Student Reading)

Reporter: so halimbawa si Jomari and gold hindi nila kayang buhaing si

Eman, so mag-aapoint yung court ng guardian para, mapunta yung parental
authority para, mapunta dun sa guardian yung bata. Eto nga, ditto sa article 214
dun sa surviving grandparents tapos yung susunod o pwedeng mapuntahan na
guardian nung bata ay yung older brothers or sister. So pero 21 years old na
pwede mapunta sakanya yung custody nung bata. So tapos until, or disqualified
di kaya ng older brother or older sister na i-take over yung bata.

Next, is the child actual custodian over 21 years old. So hindi din pwede
kapag hindi din kaya nung custodian yung bata, hindi din pwede mapunta
sakanya yung final authority. Next article 217
(Student Reading)

Reporter: So may mga madaming abandon yung mga street children yung
parental authority mapupunta sa government. Halimbawa nalang sa orphanage,
halimbawa nalang sa DSWD, mapupunta sakanila yung parental authority kapag,
ayun nga inabandon yung isang bata, or ano, abused children. So mapupunta na
sa government agency yung parental authority. Then, yes Ate!

XX: Kasi ano yung nakaraan nga yung sa hospital may nakasabay kami, pero
ano, baby pa siya pero dinala nga sa hospital para ipa-checkup, may sakit sa
puso, may butas sa puso yung baby. Iniwanan nalang nya, di na nya binalikan
yung baby dun sa hospital. Anong anu yun? Liable naman ba yung parents na
makulong?

Reporter: Oo kasi neglection, kasi iniwanan na nga nya yung bata tapos
ang government agency na yung bahala.
Article 218: pakibasa!

(Student Reading)

Reporter: syempre nga halimbawa sa school, yung school administrator ano, sila
na yung may parental authority parin sila., kasi nga pinagkatiwala nung
magulang dun sa mga school administrator yung bata, so kung ano man
mangyari dun sa loob ng school, yung bata responsibility nung mga , ano, school
administrator. Next, article 219

(Student Reading)

Reporter: Halimbawa nalang yung may mga authority, di ba may authority

sila?, pag hindi nila nagampanan yun, ahm ano, sila yung responsibility dun sa
damagestsaka yung mga, sa mga pwedeng mangyari dun sa bata. Tapos, ah..
(reporter reading). So kapag hindi na nagampanan yung… may special parental
authority ahm…. Pananagutan nila yun kasi sa kanila nakaatang yung
responsibility na dapat mag-alaganung bata. Next, Yes XX Pakibasa!

(Student Reading)
 Reporter: So ayun!, halimbawa ano,, nasayo yung parental authority, to
keep them in company, so dapat masaya sila na kasama ka, tapos, kailangan
mo din suportahan yung pag-aaral nung unemancipated child, tapos ahm… so
kailangan mo din disiplinahin ang isang bata kapag nasa pangangalaga mo siya.
Next, XX!

(Student Reading)

Reporter: So kailangan, paramdam mo sakanila na mahal mo sila hindi

mo sila sinasaktan. So, kung pinapalo mo sila dapat lang yung disiplina mo lang
sa kanila yun. Tas, kailangan dapat pinapakita mo din sakanila na…
naiintindihan mo din sila, tapos ano pa? love and affection, kailangan
maramdaman nila yun.

Next,
(Student Reading)
Reporter: So anu nga yan, to keep them honesty, kailangn paulit-ulit mo
sakanila yung kung pano maging ahm… etong mga toh!, self-discipline, self-
reliance,kailangan pinapaintindi mo talaga sakanila. Kasi nga, ikaw yung mag
tututor kailangan mag-act ka din as a real parents nila.
Next,
(Student Reading)

Reporter: So di ba may second authority? Ibigsabihin di lang love and

affection, kailangan din mataas ang tingin mo sakanila. Kailangan din nila yung
education yung nararapat din sakanila. Karapatan ng isang bata ang makapag-
aral, so dito kailangan i-ano mo din yung pangangailangan nila. So hindi naman
mapupunta sayo yung parental authority kung di mo kaya. Ibigsabihin, kaya
napunta yan sayo kasi kaya mo nga yang pag-aralin and kayang buhayin.
Next, number five. Yes Mommy XX!
(Student Reading)

XX: So ano, to represents them in all matters affecting their interest. Halimbawa,
syempre, nasayo na yung parental authority or parental consent, so dapat
ibibigay mo lahat y nung makakabuti sa kanya. Tapos, mahilig siya halimbawa sa
sport, so in full fupport dapat suportahan mo din yung magiging interest din nung
magiging anak mo.
Reporter: Thank you mommy!
Next, number six. XX!

(Student Reading)
Reporter: di ba nga nasayo na yung parental authority? Ah.. kailangan
magdemand ka din or magclaim ka din sakanila ng respect, syempre ikaw yung
tumatayong magulang, hindi ka naman papaya ng di igalang, hindi sundin,
syempre, ikaw yung tumayong bumuhay sakany, tas hindi ka pa nya
rerespetuhin, syempre yung mga pinakakapalit sa pag-aalaga mo sakanila, so
kailangan mag demand tayo.
Next,
(Student Reading)
Reporter: So kailangan, ano… sige XX!
XX: To impose discipline, ayun nga, syempere may kanya-kanya tayong…
kunwari, parang utos sa bahay, ganto ganito, tapos kailangan, kung may ginawa
silang mali syempre di mo totolerate yun. Ididiscipline mo sila tas magbababa ka
ng batas sakanila na…. ganito, nanay mo ko tas anak kita, kailangan mag-aral
ka ng mabuti kung hindi, ganito mangyayari sayo paparusahan kita, kailangan
ipapaintindi mo sakanila lahat ng ginagawa nila. Para sa kabutihan nila.
Reporter: Let’s proceedto number eight, XX!
(Student Reading)
Reporter: so kung di ba, hindi lang naman yung gampanin ng isang ina?
So yung iba, ano lang, so hindi kailangan ito yung sundin mo yung parental
authority.
 Transcription of Report

ICT
Physics

Day 1 Observation
Speaker 1

“A pleasant afternoon to all of you guys and to our teacher and to our visitors, so
for today, let’s have ano, this one.”
“ Learn Wireless, Wireless Basics.”

“So actually the continuation of the report of Vencent, so let’s have this”.
“What can you see?”
(students answering in chorus)
“Any observation?”
“So tower, signal, satellite, ano pa?”

(students answering in chorus)

“So nung nakita niyo yan,what can you say o anong masasabi niyo sa magiging
topic natin?”

(students answering in chorus)

“So sabi dito there are six basic concepts of wireless signal. So what is wireless
signal?”

(student read the concept)

“So number one, what they are and how signal can differ. So di ba, we have
different signal naman, yung mga ano sa cellphone niyo, sa signal sa tv, yung
cable, so yun yung mga wireless signal.”

“Wireless devices those are the devices naman na ginagamit naman natin, and
wireless mode. Ano ba yung modes of ano of paano mag transmit yung ano,
yung signal. And then wireless, ay wifi signal the unit of electric of wifi and how
signal are organized, so paano ka ba nakaka connect into a wifi, parang ganun
siya.”
“Power and receiver sensitivity. How far each wireless device can go and how
well around earth can be sent and filter out interference deployed. Di ba yung
mga routers minsan meron lang siyang ano,meron lang siyang, ahm.. distance
na pwedeng ma-receive. Like for example, nandito ka sa bahay, nandito yung
isang bahay, tapos nandito yung isang bahay”. (showing picture)

“Sometimes yung mga router hindi siya agad-agad nakaka receive ng ano, or
hindi agad-agad nakaka connect because of the distance,kasi sa mga router
meron lang siyang,meron lang siyang, ahm, specific distance na ano, na
sinasabi.”

“Then antenas. How the type of antena change the way rapid broadcast. So di ba
we have different types of antena, di ba, ayun.”

(unclear)

“Bigyan ko na lang kayo ng ng ano, handout. I mean, ano handouts. I will just
give you a handouts.”

“And then, what is wireless signal? So ito siya.Ito ung drawing.”

“Ay actually meron yang ano eh, meron siyang parang naka kabit dito na parang
ganyan”.

(chattering with students)

“So wireless signals are important because they can transfer information.Audio,
video and voices. Data with the use of wire and makes them very useful. Tama
naman di ba?”
“Wireless signals are electromagnetic wave that have flattering through the air.
These are formed when electric energy travel through a piece of metal. So yun,
paano ba nagta-travel yung electromagnetic waves, because of the medium di
ba. Kapag walang medium or walang ano, hindi naman siya makaka ano. Ay, oo,
tama ba? Ay ano because of the the air… (unclear)”
“Parts of the wireless signal. First is the frequency. Meron yang ano eh, meron
yang (unclear)”

“So these are the corresponding or equivalent ng freaquency, it depends upon

the color” (showing picture)

“So yung ano, yung bawat ano, may corresponding siyang yung mga color. For
example nito ten megahertz yung equals niya. S ito ung example ng
amplifrequency.”
“So frequency from left to right… ay nawala na.”
“From left to right, ayon.”
“Yung ano dito nila, ang tawag sa kanya am radio, around ten megahertz yung
nandito kanina. Ito yung frequency na ginagamit sa mga radio stations. Ito siya”
(showing picture)

“And then sa ano naman..kapag sa am radio yun ah, am radio, then iba naman
yung frequencyng ginagamit kapagka fm radio naman, kaya mapapansin niyo,
magkaiba sila ng kuwan, iyon.”

“So ito yung ano, am radio, and this is the fm radio. Am radio is ten megahertz
and then ahm, fm radio is one hundred megahertz yung frequency na pwede
nilang magamit. And then meron pa dito.Iba-iba eh.In television, meron din
siyang, meron din siyang corresponding.From.from ano four hundred seventy
megahertz to eight hundred megahertz and others. Ganun din naman yung
cellular phone, wifi, satellite tsaka yung wifi na ano, five gigahertz.”

“So next naman, di ba galling na tayo sa frequency, punta naman tayo sa

modulation.Example number one pakibasa”.

(student read the concept)

“So di ba yung yung kanina, depende sa kung anong ano, frequency yung make-
create natin. Di ba sabi ko nga, different yung frequency ng am radio tsaka ng fm
radio, ganun din naman sa modulation, parang ganun din yung example.”

“So let’s go now to the type of wireless signal. Pakibasa.”

(student read the concept)

“So yun naman,yung binasa niya naman, there are different types of wireless
signal. So kasi di ba nga bawat ano, bawat…bawat...ahm…bawat, devices,
meron siyang katumbas kung gaano kalakas or kung gaano kaliit na magagamit
mo na ano, so those are the examples.”

“So receiver and transmitter. Transmitter when a devices out a wireless signal.
Receiver when another device picks up the wireless signal and understand the
information. So yun. Fm radio, there is one transmitter owned and operated by
the radio station and many receives that people listen to the station.”

“Transceiver, ito naman yung when a device has both a transmitter and a
reaceiver, so yun yung tinatawag na transceiver. And then the routers can both
transmit and receive which is, which is what makes them useful for building
network. Next is to be able to send message throughout of the world and as well
as receive messages. So yun naman ang trabaho ng mga routers pero depende
sa layo di ba.”

“So wifi signals”

(student read the concept)

Why do you code switch?

“Kailangan mag code switching kasi especially kapag nagsasalita ka but then
yung mga estudyente mo hindi naiintindihan yung sinasabi mo so you have to
translate it to tagalog so that the student will understand. So yun, para
maintindihan ka talaga ng estudyante mo you have to say it in in English and
explain it in tagalog, so then kapag meron silang question, pwede nilang itanong,
kasi sometimes some of the students, hindi nila naiintindihan in pure English
especially in science ung mga terms dun is very deep. Kapag hindi mo tinagalog,
minsan mami-misconceptionng mga estudyante, so you have to translate it to
tagalog para maintindihan nila.”
Day 2
Speaker 2

“Are you ready to listen?”

“Once again, good afternoon ma’am, good afternoon to our visitors and to my
classmates”.

“So my report is all about the light and optics wherein I’m not go further with the
light also with optics because it will be tackled by Mommy Del and especially dun
sa group six.”

“So I have a question. Did you ever wonder, or did you ever asked yourself, for
you, what is light?”

“So may ipapagawa ako in order to realize how light is very important on each
one of us. So can you please close your eyes for one minute.”

“Close your eyes.”

“Close your eyes na kasi.”

“Imagine how dark or kung anong nakikita mo or how different without light.”

“Light is very important especially in this world. Without light, parang walang
kabuhay-buhay ang mundo.Di ba. Yun lang.”

“So light. Who can read this?”

(student read the concept)

“So yun nga di ba light. It begins also with the electromagnetic or radiation. They
give also a main source of energy.”

“So nag base ako, base on my objective kasi, ano, yung what, how can I
describe the common devices wherein they can transmit or receive signal. So di
ba yung diniscuss sa inyo ni Mommy Del, parang the same lang dito.”

“So radio. Please read.”

(student read the concept)

“So antena.”

(student read the concept)

“Radiation”
(student read the concept)

“So sa television naman kung paano makakapag transmit yung signal. So, most
of you may cable or meron naman yung iba is antenna ang ginagamit especially
sa province.”

“Frequency modulation”

(student read the concept)

“So dito, kino-compare ko yung frequency modulation sa am radiation.”

“Ngayon naman yung sa sa fm signal. So yung information signal niya is parang

hindi straight then carry signal is pataas, then yung signal niya is mas malakas
pero diretso lang di ba same. Naging dikit tapos well pair same pa rin yung di
katulad nung sa am, di malakas, then hihina.”

“Next”

(student read the concept)

“So here ine-explain yung, yung how the energy transform in a radio.paano ba
yung energy nagta-transform in a radio or signal.”

“Dun sa ginawa natin yung sa activity na ‘parang, ahm…included din yun same
lang din dun sa radio.”

(Students’ activity)
“Most tinatamaan ng ng color blind is boys talaga, ninety nine percent.”

“Mostly sa color blind ang problema nila, hindi nila ma-determine yung color
green tsaka red”

“Ok na.”

Why do you code switch?

“Kasi minsan may mga estudyante na hindi nila maintindihan yung sinasabi ng
teacher, so para maintindihan nila yun, kailangang mag tagalog paminsan
minsan… kasi pag pure English kasi, may ibang estudyante na hindi na
kumikibo, oo na lang nang oo pero deep inside hindi nila naintindihan.

Day 3
Speaker 3

“Good afternoon classmates, good afternoon ma’am, and now I’m going to report
the light, the definition of light, the properties of light and what will happen if
(unclear).

“Di ba light, sabi nga ni Mommy XX, it is electromagnetic radiation or special

electromagnetic radiation.”

“So yan yung mga sources of light.”

“Yan yung pinaka main source of light yung mga stars.”

“Yung ito, di ba may liwanag, yung sa other side wala.”

“Yung next is the velocity of light is equals to three point ten raise to the power of
positive eight meter per second.”

“Di ba sabi ko kanina, light is electromagnetic radiation, so it happen to move

fast. So yun, velocity of light.”
“Next. Sabi diyan light can travel the earth seven times in just one second.”

“This is the electromagnetic spectrum. Di ba yung light it includes the visible and
invisible light.”

“Yung gamma ray, x-ray, ito yung hindi nakikita.”

“Let’sproceed to two properties of light. The first one is reflection. Reflection

refers to it can be bump up to a surface. As you can see, di ba yung..this is a
mirror.. dito niyo makikita yung flashlight, yung light.”

“Ito naman yung reflected light have irregular direction.”

“The next, refraction. Pag sinabi naman nating refraction, it can be deflected
upon passing from one medium to another. Then sa refraction meron tayong
tinatawag na converging lens and diverging lens so diverging lens, di ba yung
light nag-gaganun, then pag converging lens naman yung pag-ano ng lens is
maliit dun sa naman padim yung light. Sa converging maliit lang yung….”

“Example pa rin toh ng ano ha, refraction.”

“So di ba eto yung red line, eto naman yung normal line then ito naman yung
refraction line.”

“Di ba yung pag-ano, ay example na lang yung sa straw. Di ba pag ano yung
may baso, then maglalagay kayo ng… katulad niyan kalahati lang din yung bent,
pag makikita mo nag be-bent siya sa loob ng tubig. Oh, hind mo siya naaano,
katulad lang din nung pencil, hindi mo sya naaano na straight na straight yung
pagkaka ano niya, eh di ba dapat straight, hindi sya magbebent.”

“And next, meron pa dun yung absorption of light na kung saan yung kung ano
yung kulay ng light, na a-absorb din ng isang bagay kung naeexposed sya dun.
For example yung light is red, then kunwari may isang bagay na nandun, na
expose siya sa red, yun yung magiging kulay niya. Yung isang property of light,
di ba yung binigay kung copy sa inyo? Yung two keys properties of light, yung
reflection, tsaka refraction”
“For example red ang kulya niyan, for example may bagay diyan, for example
mesa, ganun, di ba pag matututukan na siya ng light, yung mesa na yun ina-
absorb niya, ay! Pag naexpose na yung isang bagay na nandun sa ganung
kulay. Yun din magiging kulay niya. Pag tinignan mo na siya. Pero syempre, pag
wala na yung kulay red, hindi na yun red.”
“For example sa bar yung iba-ibang kulay, di ba minsan nagiging green, blue,
ung absorption of light.”

“Next, pakibasa.”

“Ano ba ang nangyayari if the light penetrates by the object, or yung light nag
pass through, then what will happen, if the light trapped by the object?”
“So look at the tree before it exposed by the light, so nakikita niyo wala pang tree
diyan di ba?Wala pa naming sun diyan.Then ito, now look at the tree again, now
it has shadow. Why did that happen? Ay, how did that happen pala?”

“Ito, wait lang, di ba wala pang sun kanina.”

Yung explanation ko kung bakit, di ba sabi nga solid object yung tree kaya
nagkaroon ng shadow.”

“So di ba nga pag solid yung tinamaan ng light, hindi talaga siya nag-aano, hindi
siya nag pa-pass through, so yung nangyayari nagkakaroon siya ng shadow.
Kung ano yung shape ng isang bagay na nandun, ganun din ung magiging
shape niya.”

“Next is what if the light passes through the transluscent object? So ibig sabihin
ng transluscent, yung pwedeng mag pass.”

“We will use the window in the house as example. Window is a transluscent
object. So what will happen if the light penetrate this window?”

“The window is closed, so the light can pass through. Now let’s open the window.
Yan the light penetrate the object and pass through the window. So di ba, ano
kanina, since wala nang mag-bablock dun sa sunlight, yung nangyari, yung light
nagpass through na siya dun sa window. Kasi di ba binuksan, nag bukas na siya,
so yung ano dun, yung summary dun sa dalawa, di ba binigay ko yung kanina
yung first is yung sunlight. Bin-lock siya nung object. Then yung second, yung
light, nagpass through yung light.”

“Ok for ano na, solid objects, block the light and clear object didn’t block out the
light. So that how it works. So ganun yung mangyayari sa light once na yung light
hinarangan ng solid object. Yun yung nangyari sa kanya yung nag tapat siya ng
shadow, or walang pumasok na liwanag dun sa ano, walang liwanag na papasok
dun sa loob. For example, dun sa bntana, wala siyang salamin , walang ilaw na
papasok sa loob. While pag yung light naman, wala yung, or kunyari merong
siyang mga transparent na object, na kung saan for example, salamin, na yung
bintana na nakikita mo, yung kaharap mo, yung light pwede siyang ano,
pumasok sa loob.”

“Yung last yung mga devices.”

Why do you code switch?

“May mga times din kasi sa sarili ko na hindi ko kayang i-express yung sarili ko
sa English kaya may time na kinakaya ko ang tagalog.”

Day 4
Speaker 4

“Good afternoon to everyone. Last time, we have discussed the the concave and
convex by Michael and the law of reflection. Now, Let’s have the refraction. Ahm,
last time pag sinabi nating convex, what image is this form or what is the shape
of the mirror? Inwardly or outwardly?”

“So concave is inward. So yun, some light is straight path from the object to your
eyes so straight niyo siyang nakikita and some light is reflected before it because
your eyes, so nagre-reflect muna siya and some other light followed by that
appears to be bent. Pag sinabi nating bent is para siyang nagdi-distort.”

“So that’s why pag nag swimming tayosa ilalim ng swimming pool, kapag nasa
ilalim ka, ano..sa taas, yung mga object sa taas, anong nakikita.. paano mo sila
nakikita?”
“Yung para siyang nagwe-wavy. Di ba yung nasa ilalim. Kung nasa taas ka
naman ng swimming pool at yung nasa ilalim ang titignan mo, anong itsura nung
object na nasa baba? Maliit, normal, or mas malaki or mas maliit?”

“Maliit.Tama?”

“So yun yung reason kung bakit ganun yung nakikita natin sa swimming pool. It’s
because of refraction.”

“Itong figure na toh is water lang yung laman niya. Ito naman, water and cooking
oil.And then ito, ahm, corn syrup and water. Naglagay ako ng stick or sabihin na
lang natin na pencil. Sa water, parang normal pa rin siya pero medyo distorted
na yung lapis, pero hindi siya ganun ka-layo, hindi ganun ka-bent. Pag naman sa
water at cooking oil, asan yung oil? Sa ilalim or nasa ibabaw?”

(Students answered in chorus)

“Yun..medyo naghiwalay na. at pagdating naman dun sa corn syrup, sobrang

malayo na siya. Iba kasi yung, ahm…indices ng corn syrup and ng cooking oil
and water.Magkakaiba sila. So mas makikita yung refraction sa corn syrup and
sa water. Na-imagine niyo?So yun.”

“Ahm… the amount of…the amount of refraction…So yun sabi diyan, the amount
of refraction is depend on the properties of two media, or angle of which the light
strike. So sa mga example natin, yung media natin or yung medium is yung
water, cooking oil and yung corn syrup. Tas yung kunyari yung light strike is
paganun siya.”(showing movement)

“So isa pa.”

“So diyan, ito yung glass and then ito yung object, or yung light beam na lang.
and then strike sa glass ‘tas tumagos ulit. So may mga boundaries diyan, yung
mga boundaries na yun, dun nababago yung direction nung light. Kaya
nababago yung itsura nung light pag nagta-travel na siya, so yung mga boundary
niya ditto from air tapos napunta siya sa glass and then nag air ulit. Na-gets niyo
ba?”
“So may mga angle and then mga sini-significe nung air glass…(unclear)”

“Ang unang nag aral ng refraction ay si Rene Descartes at si Snell”

“And then yung refraction is may two angle siya and yung angles nay un ay yung
incidence and then yung angle of refraction. Pag naman sinabi nating incidence,
if angle of which light came strike the surface, yun yung unang pag strike nung
light dun sa object or substance na gagamitin. And then yung angle of refraction
naman, the angle of which the transmitted light hit the surface.”

“From dito, ito yung, ahm… surface na nag strike yung light, and then itong
pangalawang line na toh, iniwanan niya dito is yun yung angle of refraction, kasi
nag bent na yung light dun.”

“And then sabi ni Snell, nalaman niya na from air…(unclear)

(Students’ activity)

“Di ba kunwari kinompyut niyo na dito… sa calcu niyo lagyan ng degree.”

“Yung mga lens natin is very useful, katulad nung kay Bernard…ginamit niya
yung lens to correct eyesight. Sa kanya nanggaling yun. Yung kay Galileo
naman, ginamit niya yung two lenses para makabuo ng telescope, and dun niya
na-discover yung moon ng Jupiter.”

“So yun, yung mga lenses ginagamit pang microsoft.”

(microscope!)
“Ay microscope pala.”
“Meron two kinds of lenses, yung concave at convex. Pag sinabi nating lens,
transparent.”

“Di ba nangyayari sa magnifying glass if kapag naka tinatapat mo sa araw,

nagkakaron…pwedeng mag ignite. That’s the reason dahil yung light ray is nag
co-concentrate lang siya sa middle or sa isang path lang siya kaya nakabuo ng
fire. That’s the reason kung bakit (unclear).”
“Kapag convex yung (unclear) of object, object beyond to focal length, yung
image virtual, real siya. Then the type of image is inverted pabaliktad kapag
tinignan niyo siya. Object between two or more focal length is real, inverted and
narrower than object. And sa concave, order of any position, virtual and upright,
smaller than object.”

Why do you code switch?

“May mga term kasi tayo na hindi pwedeng isalin sa tagalog especially sa
science, mas madaling i-elaborate kapag may halong tagalog kasi hindi naman
lahat ng term sa scince ay may katumbas sa tagalog, tsaka kailangan din mag
tagalog para mas maintindihan ng mga estudyante especially high school ang
tuturuan namin in the future.”
 Appendix D
Summary Frequency of Code-Switched Utterances

Computer Major

Respondents No. No. of Minutes No. of Utterances No. of Code-

Switching
Day 1 10mins/25secs 42 20
Respondents#1
Day 2 4mins/20secs 2 2
Respondents#1
Respondents#2 5mins/42secs 72 39

Respondents#3 23mins/18secs 4 1

Respondents#4 2mins/31secs 4 4

Day 3 26mins/40secs 8 3
Respondents#1
Respondents#2 3mins/25secs 4 3

Respondents#3 28secs 1 1

Respondents#4 14mins/48secs 2 2

English Major
Day 1 13mins/38secs 108-110 1
Respondents#1
Respondents #2 12mins/14secs 85 3
Day 2 30secs 2 1
Respondents#1

Day 3 13mins/5secs 95-98 2

Respondents #1
Respondents #2 14mins 120 2

Respondents #3 13mins 90-93 1

 Math Major
Day 1 11secs 1 1
Respondents#1
Respondents#2 15secs 10 5

Day 2 1sec 1 1
Respondents#1
Respondents#2 4secs 1 1

Respondents#3 1sec 1 1

Respondents#4 2secs 1 1

Respondents#5 2secs 1 1

Respondents#6 9secs 3 3
Day 3 3secs 1 1
Respondents#1
Respondents#2 10secs 2 2
Respondents#3 3secs 1 1
Day 4 9secs 2 2
Respondents#1
Respondents#2 3secs 2 2
Social Studies Major

Day 1 30 mins./ 3 81 70
Respondents#1 secs
Respondents 10 mins./ 4 2 2
#2 secs
Respondents 13 mins./ 8 4 1
#3 secs
Respondents 12 mins./ 4 2 1
#4 secs
Respondents 8 mins./ 3 2 1
#5 secs

Respondents 8 mins./ 12 1 1
#6 secs
Day 2 32 mins./15 87 35
Respondents secs
#1
Respondents 10 mins./ 16 7 5
#2 secs
Respondents 12 mins./ 9 4 4
#3 secs
Respondents 10 mins./ 13 3 2
#4 secs
Day 3 20 mins./ 16 25 4
Respondents secs
#1
Respondents 10 mins./ 3 5 2
#2 secs
Respondents 8 mins./ 7secs 2 1
 APPENDIX E

Summary of Kinds and Code-Switched Utterances

Kinds of Code Switching

Major Total no. of Intra- Inter- Tag- Lexical
Utterances sentential sentential switching insertion
Computer 151 68 1 15

English 36 7 1 1

Math 40 13 4 5

Social 319 141 10 11

studies

Physical 40 137 3 1 28
science
 APPENDIX F

Summary of Function and Code-Switching of the Respondents

No. of Respondents
Function of
Code Switching Computer English Math Social Physical
major Major Major studies science
major major
1.Equivalence 43 5 16 127 74

2.Floor-holding 24 3 5 26 24

3. Reiteration 1 1

4. Control 8 1 1 4 76
Conflict
 APPENDIX G

Factors of Code-switching and Frequency of Utterances

Frequency of Utterances
Factors Using
Code Switching HRS ABM TOURIS ICT
M

1.Better facility of 2 2 5
communication
and understanding
2.Used 0f familiar 2 2 11 2
words for
expressing ideas
3.Emphasis of ideas 1 1
or concept
4.Better clarification 6
of ideas using
Taglish
5.Required medium 1
of language

6.Influence of other
people
7.Comfortable level 1 1 1
with others
8.Difficulty in 1 1 2 1
explaining a
situation or a
concept
9.Lack of vocabulary 1 1 1
with the language
10.Nervousness and 2 1
mental block

11.Force of habit 1 1 1

12.Lack of 1 2
confidence in
committing
mistakes