Code-Switching: The Art of Mixing Language

Dont make pa-ambon, so you wont 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 individuals 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 codemixing 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 FilipinoEnglish or Konyo English code-switching which has been considered as a means for Englishdominant 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 students poor knowledge of the English language as the main reason for fiasco, noting

how examinees who spent 18 years in school couldnt 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). Codeswitching 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. Codeswitching 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), codeswitching 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, codeswitching 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 waysone 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 ones 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.