Code-Switching: The Art of Mixing Language

“Don’t make pa-ambon, so you won’t get sipon.” It was a one amusing reminder found in

Ateneo De Manila University that made people make a smile. Rather than being annoyed but the

corrupted form of English, people were more entertained because of the combination of words

that was creatively done which made it sound with class. It was amazing how the combination of

words were done. It just proves the creativity in each person which made something that should

be annoying into a language of fun, fame and make it fit into the rich socialite world. This

combination of different languages is termed as code-switching. Code-switching may be defined

in different ways but still having the same meaning. It is said to be, basically, a rapid and fugitive

shifting from a language to another in a single conversation within a single sentence (Metila,

n.d.). Many people create confusion among code-switching, code-mixing and code-borrowing. In

reality, there is only a thin borderline existing among the three. Although they all use different

languages, they differ on what type of linguist uses them where borrowing is mainly used by

monolinguals while code-mixing and code-switching are for bilinguals but code-mixing is a type

of code-switching occurs only intra-sententially.

Bilingualism is considered as an individual’s characteristic that exists from minimal

competency to complete mastery of more than language and the ability to use the languages

(Hornby, 1977). Bilingualism is said to be using a base language with an interlocutor, a main

language of interaction. Bilingualism is related code-switching (Milroy & Muysken, 1995).

According to Rampton (1995), code switching can also be termed as code-alternation or code-

mixing that acts as a strategy for bilinguals in written discourse involving change of topic,

motivation in the form of directives and offers, “solutionhood” and elaboration of topic. It is not

only used to lightening up serious topics but it also recognizes the ability of a writer to use more

than one language. Code-switching have several types such as inter-sentential, tag-switching and

intra-sentential, one of which was introduced earlier in the paper. Though there is still no

unequivocal clarification why some people use code-switch or the corrupted form of English,

and why only a specific sector of the society preponderantly uses it, one plausible hypothesis

formulated implies that code-switch is used by the young affluent members of the highly

esteemed Creole caste, people of noticeable European descent of Manila, to assimilate and be

accepted into mainstream Tagalog speaking society. For some people, to become a fluent

bilingual, they should be familiarized with the similarities in structure and rules of both

languages as well as the differences between the languages used (Blanc & Hamers, 1992).

The most common type of code-switching used mostly in the Philippines is the Filipino-

English or “Konyo English” code-switching which has been considered as a means for English-

dominant Filipinos that have a physically foreign physiognomy so they may be able to avow

their identity with the heavy use of the Filipino language. However, due to the general prestige

and honor given to the Creoles and elite members of the society, many other Manila-based

Filipinos of non-elitist status begun to replicate Konyo English, since it queerly implies “class”.

Usually these people are acquaintances of the originally rich core group of Konyo English which

is an English-based pidgin. Basically, it uses an English-based grammatical structure and only

borrows few from the Tagalog lexicon. If confusions arise between the use of Filipino and

Tagalog, it must be taken in mind that Filipino language is “a prestige register of the Tagalog

language” where technically it is the Tagalog language itself, but is considered to be formal form

of the language, Tagalog (Wikipedia, 2013). Nowadays, Konyo English has become a prominent

code-switch in the country. Not only in the Philippines have code-switching has been prominent,

but it also played a significant role in the countries such as Singapore. Since pure English shows

too formality, people used a way for a more comfortable and better understanding in

communication which is through code-switching.

Presently, Filipino-English code-switching, primarily American English indigenized for

local Filipino use, is the most preferred spoken language in the classroom (Thompson, 2003). It

is also spoken frequently during group works of Filipino students (Metila, 2007). Not

overlooking the benefit it has provided us, the Department of Education, Culture and Sport,

presently known as the Department of education, implemented the bilingual policy of 1974

where vernaculars were allowed as a supplementary language in classroom instruction. It was

also actually a provision in the 1987 Constitution, Article 14, Section 7 (Thompson, 2003).

Implementing such policies makes the issue on code-switching more emphasized. It is said that

code-switching have influenced much the Filipino and English language system and have

affected the proficiency of students. It has been one major issue that has been debated. This

paper would also join in arguing that despite the informality of code-switching, it helps provide a

better learning experience through easier communication and apprehension of knowledge and

ideas.

There are a lot of positive and negative assumptions towards the use of code-switching,

be it in formal or informal contexts. Many teachers especially those who are in favour of the

applications of communicative techniques in the classroom environment, are against the use of

any mother tongue or code switching in the classroom. One reason is that code-switching affects

the writing manner and word usage of a student just as what was observed in the results of the

bar examination for lawyers where there were only 17 percent who passed. Examiners pointed

out the student’s poor knowledge of the English language as the main reason for fiasco, noting

how examinees who spent 18 years in school couldn’t even properly spell or write correct

sentences (Abbugao, 2002). Code-switching may also cause an ‘undesirable mixing’ of

languages and ‘erasure of differentiation’ (Simpson & Wigglesworth, 2008). Also, those in

charge of this aspect of language mixing were still arguing over spelling and the best source for

new academic words (Thompson, 2003). It causes a less fluent language use in speech and

conversations. Students become less knowledgeable or proficient in the English language and

Tagalog dialect and thus, may affect the academic performance of bilinguals. In relation to that,

it was proven false by Besa (2009) wherein her paper proved that code-switching does not have

any effects on the academic performance of the students. On the contrary, code-switching and

the attitude of the students and teachers are found to be positively related (Pitpit, 2004). Code-

switching was done due for social, linguistic, personal and pedagogical reasons. Whilst, the

supporters of the use of code-switching can be an effective and useful strategy in the classroom.

According to Catriz (1998) in her study on code switching, code switching can fill the

stopgap of the unfamiliar terms with other languages. Other than that, code switching allows

bilingual speakers to converse in a variety of language. She also claimed that code switching is a

form of communication wherein both members are in agreement of the conversational flow. As

mentioned by Hornby (1997), code switching can help in improving the instruction or order not

only in instilling the understanding and two-way communication, but also able to help in forming

rapport and good relationship with those who aware that they are actually able to join in the class

and let anyone hears their views no matter in what language that they are using. Thompson

(2003) also claimed that code switching inside a classroom is a practical and viable way to help

in the improvement of the students’ bilingualism. Code-switching exists not only for improving

and applying the learning and teaching process in the classroom, but also helps to preserve and

develop the languages of the bilinguals. The act of preserving and developing is made possible

through the use of different languages in a sensible action that involves the main skills namely

speaking, reading, listening and writing. Aside from that, code switching is used to meliorate and

boost communication skills, in oral or written form.

According to Catriz (1998), the advantage of code-switching is it performs as a backing

element in communication of information and in social interaction as it works as a tool for

continuity in speech in preference to present interference in language. Pipit (2004) suggests that

code switching works as a bridge from known (native language) to unknown (foreign language)

where the code switchers can learn the new words in the foreign language unconsciously. Code-

switching is an advantage for teachers and students especially inside a classroom. Most teachers

at present prefer and use code-switching even without realizing it just as what teachers in Notre

Dame University based on the finding of Billones (2002). According to Catriz (1998), code-

switching for teachers and students enables an easier and better communication between them,

and better discernment of the topic and ideas. Code-switching enhances the learning capability

and understanding of a student. The students are able express themselves more clearly. Based on

the conducted research of Inductivo (1994), the students are able to recite, become more vocal of

their ideas, and answer correctly and more frequently and hence, their class participation is

increased. The teachers are able to explain the subject matter more detailed and easier to

understand.. Students who are allowed to code switch in the classroom are better able to convey

their knowledge of subject matter to their classmates and teachers. Code switching may be used

to emphasize a particular point in a sentence. Individuals may code switch when they lack the

facility or appropriate jargon in one language when speaking about a particular topic. Code

switching can also occur to fill a linguistic need for a lexical item. Code switching not only fills a

momentary linguistic need but it can also be used as a very useful communication tool (Liwanag,

2010). It is mostly used for “…assertion, description/illustration, naming/reference/identification,

explanation/clarification, and giving an order/advising” (Dayag, 2002). Code switching may also

be used to exclude people from a conversation. Bilingual parents may also opt to code switch in

order to exclude their monolingual children from a private discussion. Code-switching is a form

of personal expression and preserving one's culture.

In the Philippines, Filipino-English is the predominant language switching used in

interactions. It favors those with limited education and is considered as the language of intimacy

because English is mostly reserved for situations that are formal in nature (Amparo, 1976). These

formal situations involve formal class discussions (Metila, 2007). For an informal writer, code-

switching would likely motivate a better composition because of convenience in understanding,

brevity, lack of proper terms in the particular language, precision and for emphasis and clarity

(Pan, 1975). Code-switching has also become related to politics and power in two ways—one of

which is how it became part of publicity which involves social action and interaction wherein

people are able to do things, get things, influence others, etcetera (Milroy & Muysken, 1995).

Code-switching is quite compelling as a means of discussing power. For an analyst, it acts as a

flag which signals that in this interaction, people are drawing on their linguistic resources in

some way which will have an effect to all. Code-switch is being used as a means to take action in

a complex world, to react to their experience and to create it anew.

English has been a supplemental language for instruction (Milroy & Muysken, 1995). The

basis for a standard use of the English language is very essential and critical especially to a

country whose economy is believed to be dependent on the use of that particular language. It is

important to use the right grammar because English has been recognized worldwide and is used

in examinations, speech, textbooks, literatures and formal events. The government implemented

laws or memos on the use of the English language in teaching such as the use of English-based

text books. Schools, mostly private schools, implemented rules for students to speak English

inside the campus and to promote English language even at home. English language is mostly

used in business today and so, it acts as “… the language of power, the medium through which

much of the bureaucracy still conducts itself. It is also perceived as the language that can open

doors to economic opportunities here and abroad, the medium of global cooperation” (Pascasio,

2000). In reality it ruins one’s nationality at one point. This notion that English will lead to

economic development is a product of the colonial mentality which the Americans started when

they opened the public school system in the country. Although, that same language opened

various opportunities for fellow Filipinos which helped maintain the stability of the country and

improve lives of their own. Thus, English is important and significant in the daily lives of the

people because it is said to be.