EFFECTS OF ENGLISH-

TAGALOG CODE SWITCHING AS

DISCURSIVE AND PRAGMATIC
LEARNING OF GRADE 10 IN
SAINT SIMON OF CYRENE
ACADEMY
 RATIONALE
 Most of the time when Filipinos think about personal
and professional development, they think about
English as the Second Language commonly used by
people of all ages, whether in formal or informal
discussions.
 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.
 RATIONALE
 Filipino language consists of several dialects being
spoken in the different regions of the country.
 Language for learning and teaching in schools is
clearly a complex sociocultural process.
 Code switchers refers to speakers who use two
languages or dialects interchangeably in a single
communication.
The routinely classroom scenario below manifests the usual practice of
code switching along English instruction in a rural context:

Teacher: Class, metaphor is a way of

describing something by equating it with
something else. It is an implied comparison
between two unlike things that actually
have something in common. Take a look
on this example: Her home was a prison.
In this sentence, what were the two things
being compared?
Student: Ma’am, the home is directly
compared to a prison.
Teacher: Precisely.
Student: Ma’am, somewhat the same
din pala ang metaphor and simile kasi
in-compare din natin yung two unlike
objects. Makapalito ang simile at
metaphor, Ma’am.
 RATIONALE
 When a native speaker combines any of his dialect
and English language in single utterances in the same
setting, code switching occurs.
 At present, code switching has become a trend in
many parts of the world. In multilingual countries like
the Philippines code switching has emerged as a new
language variety.
 PROBLEM
This descriptive study was conducted
to determine the effects of English-
Tagalog Code Switching as Discursive
and Pragmatic Learning of grade 10
students in Saint Simon of Cyrene
Academy.
 SPECIFIC OBJECTIVES
1. What is the demographic profile of the respondents
according to;
1.1 Sex,
1.2 Section?
2. Is there a significant effect of code switching as;
2.1 Discursive Learning,
2.2 Pragmatic Learning?
 SPECIFIC OBJECTIVES
3. Is there a significant effect of code switching to the
grade 10 students when grouped according to;
3.1 Sex,
3.2 Section?
4. Is there a significant effect of Pragmatic Learning to
the grade 10 students when grouped according to;
4.1 Sex,
4.2 Section?
 SPECIFIC OBJECTIVES
5. Is there a significant effect of Discursive Learning to
the grade 10 students when grouped according to;
5.1 Sex,
5.2 Section?
 HYPOTHESES
There is no significant effect of
There is no significant effect of Pragmatic Learning to the Grade
Code Switching to the Grade 10 10 students when grouped
1. 3. according to:
students in terms of discursive
and pragmatic learning. a. gender
b. section

There is no significant effect of There is no significant effect of

Code Switching of the Grade 10 Discursive Learning to the Grade
2. students when grouped 4. 10 students when grouped
according to: according to:
a. Sex a. Sex
b. Section b. Section
THEORETICAL FRAMEWORK
According to Shana Poplack (2004), she stated that
Code Switching is now known to be grammatically
constrained. The basis for this is the empirical
observation that bilinguals tend to switch intra-
sententially at certain syntactic boundaries and not at
others.
Bilingual communities exhibit widely different patterns
of adapting monolingual resources in their code-mixing
strategies, and these are not predictable through purely
linguistic considerations is a production-based
explanation of the facts of CS.
 CONCEPTUAL FRAMEWORK
 Figure 1. Conceptual Paradigm of the study
This research paradigm shows the differences of
English-Tagalog and the effects of code switching as
pragmatic and discursive learning.
CONCEPTUAL FRAMEWORK
Filipino (Mother Code Switching English
Tounge) (Foreign
Language)

Taglish Englog
(Tagalog – (Konyo or
English) Cono)

Effects of
Code
Switching

Disursive Pragmatics
(Commutative) 1. Tagalog Enclitics
1. Function Words 2. Tagalog Tags
2. Content Words 3. Mixed Verb Formation
3. Idioms
4. Linguistic Play
 IPO MODEL
INPUT PROCESS OUPUT
•Profile of the •Assessment of •Effectiveness of
respondents, English-Tagalog code discursive and
switching based of pragmatic learning of
•Effects of Discursive the effects of English-Tagalog code
and Pragmatic discursive and switching.
Learning of English- pragmatic learning
Tagalog code
switching
Figure 2. The I-P-O Model of the Systems Theory

Figure 2.
In analyzing the effects of English-Tagalog code switching as
discursive and pragmatic learning of grade 10 students, the
study was anchored on the I-P-O model of the Systems theory
as research paradigm.
 METHODOLOGY
 Research Design
- The research design that’s been used is
descriptive method.
 Sampling Procedure
- Non-probablity sampling method.
 Respondents
- 52 Grade 10 students
 METHODOLOGY
 Locale
- Saint Simon of Cyrene Academy
 Instrument
- Valerio’s Questionnaire, “Filipino – English Code
Switching” questionnaire.
RESPONDENTS OF THE STUDY
GROUP (N)
As to whole 52
As to sex
•Male 25
•Female 27
As to section
•Section A 24
•Section B 28
DATA GATHERING INSTRUMENT
 The instrument used in gathering the needed data is
survey questionnaire.

 The questionnaire has 15 statements that answerable

by Never (1), Hardly Ever (2), Often (3), Most of the
Time (4), Every Time (5)
 DATA GATHERING PROCEDURE
 Permission to conduct was secured.
 Random selection of respondent by subjective
method.
 Administration of the instrument.
 Computation, analysis and interpretation of data.
DATA ANALYSIS PROCEDURE
- Ranking
• was used after calculating the average weighted mean.
This was used to arrange the variable of the study.

- t- Test
• determines the significant effect of English-Tagalog Code
Switching as Discursive and Pragmatic Learning of Grade
10 students.
 ANALYSIS OF DATA
AND INTERPRETATION
OF RESULTS
 Table 1. Profile of Respondents: Sex

Demographic
Profile No. of Respondents Percentage

Male 25 48.1

Female 27 51.9

Total 52 100%
Table 2. Profile of Respondents: Section
No.of
Section Respondents Percentage

A - Aquamarine 24 47.1

B - Smithsonite 28 52.9

Total 52 100%
 Table 3. Ranking of Weighted Mean in Discursive
QUESTIONS
Items
LearningWeighted mean Verbal Interpretation Rank
1 The use of my first language by the teacher helps me to 3.60 Most of the Time 1
enjoy the lesson.
3 The use of my first language by the teacher makes me feel 3.70 Most of the Time 2
more confident and motivated in learning English.

15 I use code switching when explaining difficult words and 3.50 Often 3
sentences to my peers.
11 I find it difficult to learn when the teacher does not explain 3.10 Often 4
new words/topics/concepts in my first language.

13 I use code switching to help me maintain the flow of 3.00 Often 5

conversation.
7 I would prefer the teacher to minimize the use of my first 3.00 Often 6
language during lessons.

12 I find it difficult to concentrate during English lessons when 2.90 Often 7

the teacher uses English only.

10 I don’t like it when the teacher uses other languages during 2.50 Hardly Ever 8
English lessons.
TOTAL WEIGHTED MEAN 3.21 Often
Table 4. Ranking of Weighted Mean in Pragmatic Learning
QUESTIONS
Mean Verbal Interpretation Rank

6 Mixing Tagalog and English can be means of expressing 3.10 Often 7

oneself easier and more accurate.

14 Using technological gadgets in school, I prefer using 3.20 Often 6

Tagalog and English.
4 The use of my first language by the teacher enables me 3.30 Often 5
to focus on the lesson without worrying about unfamiliar
words and sentences.

5 I feel that I always commit error in grammar when using 3.60 Most of the time 4
English language than Filipino

2 The use of my first language by the teacher helps me to 3.90 Most of the time 3
understand the lesson better.
9 I have better understanding on reading learning 4.10 Most of the time 2
materials when it's both English and Tagalog.

8 Using both Tagalog and English makes the learning of 4.10 Most of the time 1
English lesson effectively.
TOTAL OF WEIGHTED MEAN 3.61 Most of the time
 Table 5. t-Test Result on Significant Effect of Code
Switching when grouped according to Sex
MALE FEMALE

Mean 3.272 3.165432099

Variance 0.152731429 1.058762819

Observations 15 15

Pooled Variance 0.605747124

Hypothesized Mean Difference 0

Df 28

t Stat 0.374982814

P(T<=t) one-tail 0.355249337

t Critical one-tail 1.701130934

P(T<=t) two-tail 0.710498673

t Critical two-tail 2.048407142

P>0.05
 Table 6. t-Test Result on Significant Effect of Code
Switching when grouped according to Section
Smithsonite Aquamarine

Mean 3.321428571 1.397435897

Variance 0.240524781 0.04710834

Observations 15 15

Pooled Variance 0.143816561

Hypothesized Mean Difference 0

Df 28

t Stat 13.89407363

P(T<=t) one-tail 2.17903E-14

t Critical one-tail 1.701130934

P(T<=t) two-tail 4.35806E-14

t Critical two-tail 2.048407142

P>0.05
 Table 7. t-Test Result on Significant Effect on Pragmatic
Learning when grouped according to Sex
MALE FEMALE

Mean 3.057142857 3.052910053

Variance 0.156190476 1.068521785

Observations 7 7

Pooled Variance 0.61235613

Hypothesized Mean Difference 0

Df 12

t Stat 0.010119526

P(T<=t) one-tail 0.496046108

t Critical one-tail 1.782287556

P(T<=t) two-tail 0.992092216

t Critical two-tail 2.17881283

P>0.05
 Table 8. t-Test Result on Significant Effect on Pragmatic
Learning when grouped according to Section
Aquamarine Smithsonite

Mean 3.708333333 2.285714286

Variance 0.186921296 0.133078231

Observations 7 7

Pooled Variance 0.159999764

Hypothesized Mean Difference 0

df 12

t Stat 6.653696246

P(T<=t) one-tail 1.17389E-05

t Critical one-tail 1.782287556

P(T<=t) two-tail 2.34778E-05

t Critical two-tail 2.17881283

P>0.05
 Table 9. t-Test Result on Significant Effect on Discursive
Learning when grouped according to Sex
MALE FEMALE

Mean 3.46 3.263888889

Variance 0.085028571 1.177910053

Observations 8 8

Pooled Variance 0.631469312

Hypothesized Mean Difference 0

Df 14

t Stat 0.493578315

P(T<=t) one-tail 0.314628405

t Critical one-tail 1.761310136

P(T<=t) two-tail 0.62925681

t Critical two-tail 2.144786688

P>0.05
 Table 10. t-Test Result on Significant Effect on
Discursive Learning when grouped according to Section
Aquamarine Smithsonite

Mean 3.161458333 2.21875

Variance 0.24624876 0.117141946

Observations 8 8

Pooled Variance 0.181695353

Hypothesized Mean Difference 0

Df 14

t Stat 4.423188337

P(T<=t) one-tail 0.000289216

t Critical one-tail 1.761310136

P(T<=t) two-tail 0.000578432

t Critical two-tail 2.144786688

P<0.05
 FINDINGS
 The respondents are categorized according to their
sex wherein the male category had 25 respondents
which resulted into 48.1% while the female category
has 27 respondents receives a percentage of 51.9%.
 The respondents are separated by their section:
Section A (Aquamarine) with a total of 24 respondents
and Section B (Smithsonite) with a total of 28
respondents. The highest frequency resulted was
45.9% from Section B and the remaining 39.3% was
from Section A.
 FINDINGS
 In discursive learning, most of the students said that
most of the time: The use of my first language by the
teacher helps me to enjoy the lesson, with the mean
of 3.6.
 In pragmatic learning, most of the students said that
most of the time: Using both Tagalog and English
makes the learning of English lesson effectively, with
the mean of 4.1.
 FINDINGS
 This shows the evidence of the significant effect of
code switching according to sex, wherein the P Value
is greater than the level of significance at 0.05, the
researchers rejected the null hypothesis and accepted
the alternative hypothesis, which indicated that there
is a significant effect according to gender of
respondents.
 On the other hand, in accordance with the section,
shows the there is a significant effect when it comes
to section.
 FINDINGS
 This shows the significance of code switching
depending on the results of the t-test formula in
pragmatic learning which resulted that there is a
significant effect according to gender.
 However, there is also a significant effect in pragmatic
learning using the formula of t-test when grouped
according to section.
 FINDINGS
 This shows the significance of code switching in
discursive learning by formulating it by the use of t-
Test formula, where the P Value is greater than the
level of significance at 0.05, the researchers accepted
the alternative hypothesis and rejected the null
hypothesis, states that there is a significant effect
when grouped according to gender.
 However, there is no significant effect of code
switching based on the t-Test formula as discursive
learning.
 CONCLUSION

1. Most of the respondents 2.The students prefer the use

consists with a 27 respondents of their first language by their
having a 51.9 percentage of the teacher that helps them to
total population. enjoy their lesson.

3. Students find it difficult when 4. The students prefer to use

the teacher uses other both their first language and
languages during English English during discussions.
lesson.
 RECOMMENDATION
 To enhance the performance of the students, in
learning English as a second language, the use of
code-switching as a strategy is recommended since
the respondents indicated positive views about it.
Teachers should allow the students to code-switch in
classroom discussion.
 RECOMMENDATION
 Code-switching should be used as a vehicle for
seeking understanding and effective production of
communication and when learners struggle to express
themselves in giving answers, teachers should, in any
means, use code-switching to clarify concepts.
 RECOMMENDATION
 It can support language development if used in the
right way. Language teachers should encourage
learners to read English books that will equip them to
become a good second language speaker any time. It
is also recommended to let the students be involved
in different seminars, trainings and other venues to
expose them more and will eventually lead to their
improvement in using a second language.
 RECOMMENDATION
 A further study should be conducted to investigate on
how do code-switching works and the function of
code-switching in enhancing the second language
learner.
Thank
you!
 cACHAPERO LEARNING SCHOOL, inc. cACHAPERO LEARNING SCHOOL, inc.
Name:____________________________________ Sex:__ Male __ Female
7. I would prefer the teacher to minimize
Section:___________________ School:___________________
INSTRUCTIONS. Read and comprehend carefully each item. the use of my first language during
Choose from the five choices and put a check mark on each lessons.
number. 8. Using both Tagalog and English makes the
learning of English lesson effectively.
1 - Never 2 - Hardly Ever 3 – Often 4 - Most of the Time
5 – Every Time 9. I have better understanding on reading
learning materials when it's both English
1 2 3 4 5
and Tagalog.

1. The use of my first language by the 10. I don’t like it when the teacher uses
teacher helps me to enjoy the lesson. other languages during English lessons.

11. I find it difficult to learn when the

2. The use of my first language by the
teacher does not explain new
teacher helps me to understand the lesson
words/topics/concepts in my first language.
better.
12. I find it difficult to concentrate
during English lessons when the teacher
3. The use of my first language by the
uses English only.
teacher makes me feel more confident and
motivated in learning English. 13. I use code switching to help me
4. The use of my first language by the maintain the flow of conversation.
teacher enables me to focus on the lesson
without worrying about unfamiliar words and 14. Using technological gadgets in school,
sentences. I prefer using Tagalog and English.
5. I feel that I always commit error in
grammar when using English language than 15. I use code switching when explaining
Filipino. difficult words and sentences to my peers.
6. Mixing Tagalog and English can be means
of expressing oneself easier and more
accurate.
 SURVEY QUESTIONNAIRE
9. I have better understanding on reading learning materials when it's both English
and Tagalog.

10. I don’t like it when the teacher uses other languages during English lessons.

11. I find it difficult to learn when the teacher does not explain new
words/topics/concepts in my first language.

12. I find it difficult to concentrate during English lessons when the teacher uses
English only.

13. I use code switching to help me maintain the flow of conversation.

14. Using technological gadgets in school, I prefer using Tagalog and English.

15. I use code switching when explaining difficult words and sentences to my
peers.