This document discusses code-switching, which is the switching between two or more languages or language varieties in a single conversation. It provides definitions of code-switching and examples of code-switching between English and other languages. It then discusses reasons for code-switching, including filling a linguistic need, continuing the last language used, qualifying a message, specifying speaker involvement, conveying group identity, and excluding others from a conversation. Both advantages and disadvantages of code-switching are outlined, with advantages including improving class participation but disadvantages including potential confusion of students which can negatively impact lesson comprehension.

1. The Pedagogical
Aspects of Philippine
English

2. Code-Switching
• Is switching between two or more
languages, or language varieties, in the
context of a single conversation.
• Is the use of more than one linguistic variety
in a manner consistent with the syntax and
phonology of each variety.

3. Dulay, Burt, and Krashen (in Inductivo, 1994)
defined codeswitching as:
“an active, creative process of
incorporating materials into communicative
activities; it involves the rapid and momentary
shifting from one language to another, which
may occur several times within a single
conversation and frequently within a single
sentence.” (pp. 114-115)

4. Examples of Code-Switching

5. Examples of Code-Switching
English-Spanish
•
•
I want café.
Are we having a despedida party?
English-Filipino
• Ang goal natin by nineteen seventy-six is two point five
million.
Filipino-Spanish
• Ang gwapo mo.
• Nakikitsismis ka nanaman sa kapitbahay mo.

7. Teacher: The surface of the water. Meaning
from the rim, this is the rim, (the teacher
points to the drawing she made on the board)
up to the surface of the water, we have one
foot remaining. What do you mean by that?
What is the remaining one foot that we know
from the center up to the rim is seven
feet, what is that one foot?
Student: Here (points to the drawing on the
board). The water.
Teacher: What is that? Yes, Juts.
Student: Baha. Mababaw. Below.
Teacher: It‟s below the surface of the water.
(The teacher affirms the answer of the
student.)

8. Physics Class (A student explains the difference
between horizontal and vertical motion during a
graded recitation.)
Student: Ahm, ahm horizontal motion is
constant whereas vertical motion is
accelerating, so habang pataas na yun, the cart
is already moving away, so by the time na
babalik siya, wala na yung cart.

9. Why do we use Code-Switching?
1. Fill a linguistic need for lexical item, set
phrase, discourse marker, or sentence filler.
2. Continue the last language used (triggering).
3. Qualify message: amplify or emphasize
(‘topper’ in argument)

10. Why do we use Code-Switching?
4. Specify speaker involvement (personalize
message).
5. Mark and emphasize group identity
(solidarity).
6. Convey confidentiality, anger, annoyance.
7. Exclude someone from conversation.
8. Change role of a speaker: raise status, add
authority, show expertise

11. Effects of Code-Switching
• It doesn’t on affect you but the other people
too.
• Using first language in foreign language
classes can be a communication strategy that
helps students compensate for their
deficiency in the second language.

12. Advantages of Code-Switching
• Also known to improve class participation
(Tito, 1984) by inducing a relaxed class
atmosphere that allows students to recite
more often.

13. Disadvantages of Code-Switching
• A study of Payawal-Gabriel and Reyes-Otero
(2006) shows that the code-switching of
mathematics teachers was said to negatively
affect learning.
– …confused students and consequently affected
their lesson comprehension.
– Students whose teachers discussed and explained
with less disruption like code mixing, codeswitching, and marked definitions had higher
achievement.