RESEARCH: WHAT IS CAH AND CPH IN LANGUAGE

ACQUISITION?

CONTRASTIVE ANALYSIS HYPOTHESIS (CAH)

-According to this hypothesis, Interference was a main source of errors in the
process of second language acquisition. On the basis of a behaviorist view of
language(stimulus-and-response model), the Contrastive Hypothesis regarded
instances of interference between L1 and L2 as a result of (linguistic) habits that
were transferred from the mother tongue to the language to be learnt.
Accordingly, the Contrastive Analysis implied that most of the errors made by
learners could be predicted by carefully comparing the two languages under
comparison (similar language patterns=positive transfer, different language
patterns=negative transfer) (Ellis, Rod. 1986. Understanding Second Language
Acquisition. 2nd, Improved Edition. Oxford: Oxford Univ. Press, p.22) Practitioners
of contrastive linguistic at that time mainly aimed at improving foreign language
teaching on the basis of a pairwise language comparison.

-CA offered some strong claims in the area of language teaching which are
characterized as the contrastive analysis hypothesis. Deeply rooted in the
behavioristic and structuralist approaches of the day, the CAH claimed that the
principle barrier to second language acquisition is the interference of the first
language system with the second language system and that a scientific, structural
analysis of the two languages in question would yield a taxonomy of linguistics
contrasts between them in which in turn would enable linguists and language
teachers to predict the difficulties of a learner would encounter. THIS can be
summarized like this:

Difference b/w L1 & L2 item-interference of L1 into L2-difficulty in learning L2

CRITICAL PERIOD HYPOTHESIS (CPH)
-It states that the first few years of life is the crucial time in which an individual
can acquire a first language if presented with adequate stimuli, and that first-
language acquisition relies on neuroplasticity. If language input does not occur until
after this time, the individual will never achieve a full command language. There is
much debate over the timing of the critical period with respect to SLA (second
language acquisition), with estimates ranging between 2 and 13 years of age.

-It claims that there is an ideal time window of brain development to acquire
language in a linguistically rich environment, after which further language
acquisition becomes much more difficult and effortful. It is the subject of a long-
standing debate in linguistics and language acquisition over the extent to which the
ability to acquire language is biologically linked to age. The critical period
hypothesis was first proposed by Montreal neurologist Wilder Penfield and co-
author Lamar Roberts in their 1959 book Speech and Brain Mechanisms, and was
popularized by Eric Lenneberg in 1967 with Biological Foundations of Language.
 PATTERNS OF DEVELOPMENT IN WRITING/PARAGRAPH
DEVELOPMENT

Patterns of Development - help us sort out information and shape paragraphs or

essays. They can help organize an outline, or depending on the purpose they can
determine the form that a paper will take. Remember that most paper will use a
combination of methods, working together in function of each other.

1. NARRATION - tells a story and relates an incident or series of events that

leads to a conclusion or ending. It tells a readers when, where and what happened.
A narrative paragraphs contains action verbs and transition words that indicate
time or sequence.

Example of words that signal narration:

-eventually, soon, meanwhile, during, at the same time, simultaneously, suddenly,

instantly, momentarily, the next day, following, thereafter

2. DESCRIPTION – it gives an information of what a person, an object, a place or

situation is like. It appeals to the reader’s senses. A descriptive paragraph has
concrete and descriptive details which are carefully chosen by a writer to picture
in a mind of a reader.

Words that signal description can be adjectives or adverbs:

-above, down, near, looks like, outside, under, on top of, such as, between, across,
behind, appears to be, beside, in front, to the right/left

3. DEFINITION – it explains a concept, term, or subject. Its main purpose is to

tell what something is. It consists of 3 parts: First, the term concept or subject to
be define, second is the general class to which it belongs and lastly the
characteristics that differentiate it from the other members of its class.

Example of words that signal definition:

-that is, it means, defined as, pertains to, meaning

4. COMPARISON AND CONTRAST – a paragraph develop b comparison and
contrast has a unifying idea or purpose, also it must be balance in such a way that
there is an equal amount of information for each subject to avoid bias.

a.) COMPARISON – it compare persons, things, palces, events and situations is to

show how they are alike. You need to identify the points of comparison and make a
list of similar characteristics or qualities for each point of comparison.

Example of words that signal comparison:

-likewise, similarly, the same as, also, equally, to compare, both

b.) CONTRAST – the persons, things, places, events, situations or ideas is to show
how they are different. To do so, you need to make a list of the characteristics or
qualities of the subjects and identify the differences between them.

Example of words that signal contrast:

In contrary, in contrast, but, however, yet, otherwise, unlike, whereas, instead

5. CAUSE AND EFFECT – a cause is simply why something happens and an effect is
what happens. Together they can be used as a pattern of development in writing,
with the cause and effect pattern the writer can explain how an event or action
needs to another.

Example of words that signal cause and effect:

As a result, accordingly, because of (this), due to (this), consequently,

hence/therefore/thus

6. PROBLEM-SOLUTION – a problem in general is unsatisfactory situation that

causes troubles or difficulties. Therefore, it needs a solution, a way to deal with
the situation so that the troubles and difficulties are removed.

Example of words that signal problem-solution:

-therefore, it’s better, to solve the problem, to address the issue, (something) can
be suggested
7. EXEMPLIFICATION – it presents the general statement and then provides
specific and concrete examples to expound in the main idea.

Examples of words that signal exemplification:

-after all, as an example, consider the following, for example, for instance, in other
words, in particular, in short, namely, to be specific, to illustrate, specifically

8. CLASSIFICATION OR DIVISION – it groups items into their parts or types.

To classify is sorting or arranging things while to categorize or create divisions it
is according to common or shared characteristics.

Signal words for classification and division:

-another, another kind, classified as, final type, one kind, the first, category, the
last group, the next part

9. PERSUASION – it describes an issue and your position or opinion on the subject

or it shows a set of evidence that leads to a logical conclude or argument. It
presents the issue, position, and supporting evidence.

Examples of signal words for emphasizing a point:

-again, for this reason, in that case, indeed, to emphasize, to repeat, truly, with
this in mind

Signal words for concluding and summarizing:

-accordingly, consequently, all in all, as a result, as I have said, due to, finally, an
any event, in brief, in conclusion, in short, in summary, inevitably, since, in essence

Signal words for conceding a point:

-admittedly, assuredly, certainly, granted, needless to say, no doubt, obviously, of

course, to be sure, true, undoubtedly, unquestionably

10. PROCESS ANALYSIS – is a method of paragraph or essay development by

which a writer explains step by step how something is done or how to do something.

Examples of signal words for process analysis:

-before, before this, currently, in the meantime, in the meanwhile, last, last but
not the least, lastly, later
DEVELOPMENTAL SEQUENCES
-Developmental sequences are the order in which language learning occurs during
the process of development in which all learners pass through have been identified
for linguistic features.

-It tackles about the sequence or pattern on how a person learn to speak a
language from the beginning. The sequence have been named and explained to
understand it.

*In L1 acquisition, children go through a lengthy period of listening to people talk

to them before they produce their first words. This silent period is necessary for
the young learners to discover what language is and what is does.

*In L2 acquisition, the silent period is not necessary, since the learner already
knows about language, having acquired one. Yet, many L2 learners, opt for a silent
period.

*According to Saville-Troike’s study shows that not all learners go through a silent
period.

*Many learners, particularly classroom learners, are obliged to speak from the
beginning.
 RESEARCH: HOW DID TAGALOG AND FILIPINO LANGUAGES
ESTABLISHED AS A NATIONAL LANGUAGE?

What do you call the national language of the Filipinos? When a foreigner asks this
question, most Filipinos say the national language of the Filipinos is Tagalog and
leave it there. It saves the foreigner confusion. But among the Filipinos this topic
can lead to a bitter debate. Some will say the national language is Pilipino, spelled
with a P, and some will say Filipino, spelled with an F.

When the Spaniards claimed the Philippines as a territory in the 16 th century, the
Philippines was not a unified nation and did not share a common language. The
territory had thousands in all, and many of these islands had their own languages.
Some islands like Luzon, had several distinct languages, among them Ilocano,
Tagalog, and Bicol.

So the Spaniard missionaries in the Philippines took a different approach, one they
considered kinder and gentler toward the Filipino natives language. A negative
effect of that approach, however, was the failure to unite the country under one
language.

Some people believed the national language of the new nation should be based on
the people’s own language – like TAGALOG. The choice of Tagalog was reasonable
because seven of the original eight provinces that started the revolution were
Tagalog speaking provinces: Tarlac, Nueva Ecija, Bulacan, Manila, Cavite, Laguna and
Batangas were Tagalog speaking provinces. The 8 th province, Pampanga, was not
predominantly Tagalog speaking but people there understood Tagalog because the
other seven provinces were once part of the grand Pampanga province.

Beginning in 1959, this version of Tagalog became known as Pilipno. Because Pilipino
uses the syntax and vocabulary of Tagalog, some say Pilipino was nothing but
Tagalog. But it really was more than that because there were regional differences
in the usage and style of Tagalog. These regional differences had to be eliminated
or unified to produce a consistent language called Pilipino.

The responsibility to unify Tagalog to create a national language was assigned to

the Institute of National Language, also known as Surian ng Wikang Pambansa. The
examples of regional differences meant there was also a need to call the national
language by another name, instead of simply calling it TAGALOG.

In 1959, nationalized Tagalog was formally re introduced in all schools as the

PILIPINO language. Because nationalized Tagalog which became known as Pilipino,
had well defined rules of usage and interpretation, it became useful in legal,
commercial, and military transactions.

From the 1940s to 1980s this process of unifying and propagating of a national
language proved very successful. It is safe to say that today a good majority of
Filipinos speak nationalized Tagalog or Pilipino.

In the late 1980s there were efforts to call Pilipino by another name, FILIPINO.
The 1987 Constitution of the Philippines specifically identifies Filipino as one of
the only two official languages of the country. The other language is English. The
thinking goes like this: the language of the French is French, the language of the
German is German, the language of the English is English, therefore the National
Language of the Filipinos is FILIPINO. Filipino, however, is not simply Pilipino given
another name. Just as Pilipino went beyond Tagalog by being the nationalized
version of Tagalog, the purpose of the Filipino language is to include words from
other Filipino languages. Like Cebuano and Ilocano, from national perspective, this
makes sense because Cebuano is spoken by twenty million Filipinos and Ilocano by
eleven million.

In the last thirty years, the name FILIPINO continued to replace Tagalog and
Pilipino as the true national language of the Philippines.
 RESEARCH: HOW DID THE ENGLISH LANGUAGE ESTABLISHED
IN THE PHILIPPINES?

During the American occupation of the Philippines from 1898 to 1946, English was
spoken in the Philippines. As the US occupied the country in 1901, English was
implemented. Since colonization, Philippine English has evolved from the native
speakers who taught it as a model for schools and other social organizations. The
linguistic mechanics of Filipino culture remained heavily influenced by the dialects
that describe the culture.

Anglo-Saxon migrants from what is now northwest Germany, southern Denmark,

and the Netherlands brought English to Britain in the mid 5 t h to 7th centuries AD
from Anglo-Frisian dialects. In the end, the Late West Saxon dialect became
dominant. The English was first introduced by the British in Manila and Cavite in
1762, Filipinos have not been affected by this occupation for a long time. There
are many islands in the Philippines where Tagalog is spoken. Most Filipinos speak it,
and most other languages do not.

Braj Kachru brought world English speakers to the Philippines in 1996 at a

conference in Manila, where he was the keynote speaker. It was not until about a
hundred Filipino teachers grew up believing only American English existed that
they became the same.

There is no doubt that Philippine English is a legitimate native form of English.

There are some linguistic similarities between this English variety and other
varieties, particularly those used in Asia, but it has some distinct features. There
is often a comparison between Filipino English and American English because of
their similarities in pronunciation and spelling. This influence has led to the Filipino
English accent being almost the same as the American English accent, except that
it is a little stronger.
As a result of the influx of Filipino English teachers overseas, Philippine English is
also becoming the most common English language in the Far East, as taught by
Filipino teachers in various Asian countries such as Korea, Japan, and Thailand.

It is not possible to call Philippine English Standard Philippine English. Scottish

Standard English is the Standard English in Scotland; and US General American
variety is the Standard English in the US; and the Australian Standard English is
General Australian. Three Germanic tribes invaded Britain during the 5 th century
AD, which gave rise to the English language. From what is now Denmark and
northern Germany, the Angles, Saxons, and Jutes crossed the North Sea. There
are three main periods in English language’s history: Old English (450-1100 AD),
Middle English (1100-1500 AD) and Modern English (since 1500). There have been
many influences on the English language over the centuries.

From 1898 to 1920, the English language was introduced to the world. National
hero of the Philippines Jose Rizal taught English on his own, and encouraged his
sister to do the same. In English schools, proper grammar was used as a direct
follow-up to the way of learning.

To summarize it, English was introduced into the Philippines during the US colonial
occupation and civil regime in the early 1900s and has now become the second
official language. In fact, Tagalog and English compete in the various domains of
Filipino society such as business, government, broadcast media, publications, and
education. English words have been assimilated into Tagalog to create a blended
hybrid, or slang, known as “Taglish”. The significant penetration of the English
language into the Philippines has resulted into a strong similarity between the
Philippines and American educational systems. This similarity has enabled Filipino
Americans to transition easily and become absorbed seamlessly into the United
States workforce.
 RESEARCH: WHY DO WE HAVE ENGLISH AS A SECOND
LANGUAGE?

IN the Philippines, English is highly valued not only because it is functional and
practical, but more importantly, the better one’s ability to understand and use it,
the better one’s chances of career development. English is always been one of the
official languages of the Philippines. It is the language of commercial and law, as
well as the primary medium of instruction in education. The English language is well
entrenched in Philippine formal education. It was introduced into the formal
educational system when the United States of America colonized the Philippines.

The most overt and persistent arguments for maintaining English as the medium of
instruction involve the supposed advantage of English as a medium for intellectual
pursuits, for international communication, for economic advancement, especially in
the current globalizing world environment. From the earliest implementation of
English as the medium of instruction policy during the American colonial period, it
was already argued that English would be better medium to give Filipinos access to
the knowledge of other civilizations. These arguments are still valid as most of the
knowledge in the various domains of learning is documented in the English language.

Therefore, schools should try to develop the English language proficiency of

Filipino students. The usefulness of English in such settings have been intensified
by globalization in its various manifestations. As a comprehensive understanding of
these phenomena is of likely to yield straightforward prescriptions, Filipino
educators will have to be exceptionally in finding ways to ensure that English
becomes a positive resource in the education of Filipinos. On the other hand,
teachers are to be given the chance to enhance their knowledge and literacy in the
English language in order to contribute to the much deserved change in the
Philippine Educational System.

BILINGUAL EDUCATION POLICY IN THE PHILIPPINES

DO 52, S. 1987 – THE 1987 POLICY OF BILINGUAL EDUCATION -THE

PROVISION OF ARTICLE XIV SECTION 7 OF THE 1987 CONSTITUTION
STATES:

“For purposes of communication and instruction, the official languages of the

Philippines are Filipino, and until otherwise provided by law, English. The
regional languages are the auxiliary official languages in the regions and shall
serve as auxiliary media of instruction therein”.

*In general, Bilingual Education involves teaching academic content in two

languages in a native and secondary language with varying amounts of each language
used in accordance with the program model. The other language is one which is
essential as medium of schooling or intercommunication, hence it is vital for
national development or for that reason social and economic necessity. Thus, the
program is meant to help the students for 3 or 4 years until it determine that
he/she can successfully handle academic work entirely in English. In short, BE were
some most or old curriculum content is learned through more than one language.

-The aims of the policy on Bilingual Education aims at the achievement of

competence of both Filipino and English at the national level, through the
teaching of both languages and their use as media of instruction at all levels.
The regional languages shall be used as auxiliary languages in Grades I and II.
The aspiration of the Filipino citizens and in English in order to meet the
needs of the country in the community of nations.

*This policy really wanted to produce students who are competent speakers in both
Filipino and English, because in the long run it will help benefit the development of
our country because the more they are competent in these languages the more
they can perform well in their duty that will help our country grow even more.
*There are some Filipinos know how to speak in English but they are hesitant to do
so because they have this kind of mindset that it is only for the high society
wherein it does help at all to prosper their knowledge and competency in speaking
the English language. So, it is better to enhance the ability in speaking English in
order to boost our confidence, broaden our minds and helps improve the quality of
speaking skills.

BILINGUALISM
-It is a process wherein two languages are being used in speaking. One example of
this is the Tagalog – English.

Bilingualism instruction is used as an umbrella term for several types of program

models. Commonly used terms include dual language education, two-way immersion,
enrich education and developmental bilingual education. Throughout the years,
bilingual education has acquired many terms to mean a variety of activities
pertaining to second language learning. This is because education is more than one
language is necessary and common around in a variety of labels, terminologists,
programs, models, and types of population is well documented in literature.

Teacher may be looking for solid information about bilingual education and students
are very much benefited by this because it focuses on the student success. The
outcome of breeding simultaneously in two languages appeared to have past for all
children motivated. They have in common on high level or motivation and by their
achievements. By used of monolingual promotes diversity and complexity of culture,
language, and identity. It is also important that the parents must also engage in
using more than one or two language so that they will be exposed in a diverse
culture and for knowing many languages. This would promote unity and uniformity.

The effects of bilingualism can help improve a child educational development,

cognitive function, social skills, literacy and emotional skills that have a positive
effects for many years to come. This study implies that the integration of
bilingualism is not effective in teaching and learning process because bilingualism is
being used as a medium of instruction, the academic performance and the
engagement of students is decreasing. And this study opposes the theory of
bilingualism by comments which states that: students who are expose to
bilingualism in promotes greater understanding. This connotes that the use of
bilingualism leads to completion than among students because they do not have
concentration to a certain language. Students are more confused of what language
they will use to express their ideas.

As English language is brought in the Philippines by the American during the

colonization, they have made it the part of the medium of instruction in the public
school system. It was later on officially institutionalized by the Filipino government
to the bilingual education policy of 1974 wherein that English language should be
used as medium of instruction for subjects such as Mathematics and Science,
whereas the rest of the remaining subjects will be taught in Filipino. This made it
for Filipinos to have better opportunities for the modernization even they don’t
speak the world lingua franca. Additionally, major researches in the United States
has proven that students enrolled in bilingual programs performed better than the
monolingual counterparts in terms of meta-linguistic awareness, concept formation
tasks and analogical reasoning ability.

Bilingual education is undeniably beneficial to the individual and to the society.

Despite that, there were also a lot of draw backs for the policy. According to Rene
(2007), there are certain problems associated with bilingual education in the
Philippines such as low scholastic achievement rate taught in English. Arguably,
English is the ideal language for teaching advance in Mathematics and Science.
Well, this maybe the keys, the results, and conclusions of 2007 indicates that
regional language would be more appropriate in explaining basic concepts to provide
the students a better understanding of the subject. This notion was supported by
various international research indicating that learners were effectively learning
using their primary language. Another drawback, was that the policies method
threatens the culture diversity of Filipinos giving that we are composed of
different minor cultural societies with distinct that dialects as primary dialects.
By the policy learners belonging to this minor cultural society is being forced to
learn not in their primary language. This makes understanding concepts difficult
for them and that reflects on their scores and scholastic performance. There is no
doubt that the institutionalized bilingual education policy provides Filipinos with
advantages crucial to the current state of the world. Nevertheless, there is an
urgent need for modifications due to its problematic aspects. As a response, the
department of education has provided alternative for the said policy.
 CODE-SWITCHING

-In linguistics, code-switching or language alternation occurs when a speaker

alternates between two or more languages, or language varieties, in the context of
a single conversation or situation. Multilinguals sometimes use elements of multiple
languages when conversing with each other.

Here are some of the code-switching conversations:

CONVERSATION #1(SHOWING MY SERIOUNESS IN ENCOURAGING THEM)

ME: Starting today, I will impose a rule that everyone of us need to speak in
English and it’s a MUST! If you will not talk to me in English, you will not get any
response from me. ( at the back of my head I’m smiling because they don’t have any
idea that this is for my activity).

HUSBAND: HA?! Seryoso ka? But I don’t know how to talk English fluently. Tila
adda maar aramid mo!

ME: It’s ok darling, it does not matter if you utter it correctly what you want to
say basta agsao ka iti English.

HUSBAND: Wen lattan, I will try my best. Anya ngay garud. That is what you want!

ME: Thank you! You can do it love, sika pay! (laughing at the moment); then
suddenly,

Husband: Agkanta nak man, ay “I sing gayam”, then he laughed.

QUESTIONS TO ANSWER:

1. WHAT MOTIVATES THE SPEAKER TO CHANGE LANGUAGE?

-The motivation of the speaker to switch language is his willingness to learn even
though on the first day it’s awkward for him to have that kind of rules at home. On
the other hand, it seems that he wants to opposed, but to avoid arguments, he has
nothing to do but to agree to what is being said.

2. WHAT ARE THE WORDS IN SWITCHING LANGUAGES?

-“HA”, “seryoso ka”, “tila adda maar aramid mo”, “basta agsao ka iti”, “wen lattan”,
“anya ngay garud”, sika py”, “agkanta nak man”, “ay”

3. INCLUDE THE CONTENT WORDS AND FUNCTIONS IN CODE-

SWITCHING

*CONTENT WORDS*

 “SERYOSO KA”
 “TILA ADDA MAAR ARAMID MO”
 “BASTA AGSAO KA ITI”
 ANYA NGAY GARUD”
 AGKANTA NAK MAN”

*FUNCTION WORDS*

 “HA”
 “SIKA PAY”
 “AY”

CONVERSATION #2 (EVERYONE IS AWARE OF ENGLISH SPEAKING

POLICY)

SISTER-IN-LAW: Hello sis, what are you doing?

ME: Oh, I do cross stitch. Ana?

SISTER–IN-LAW: You know what, the twins do not want to go here na. (laughing)

ME: But why? Are they not willing to learn to speak in English, nag-eenjoy nga si
brother mo. (laugh)

SISTER-IN-LAW: Supay ah! Haayy, I don’t know to them why they are like
that,ana ngata kabuting da agsao iti English ket they can use the google naman if
they have something that they don’t know how to say.
QUESTIONS TO ANSWER:

1. WHAT MOTIVATES THE SPEAKER TO CHANGE LANGUAGE?

-The speaker is shows sadness about her siblings for not trying their best to
improve their speaking ability.

2. WHAT ARE THE WORDS IN SWITCHING LANGUAGES?

- “ANA”, NA”, “NAG-EENJOY NGA SI”, “MO”, “SUPAY AH”, “HAAAYY”, ‘ANA
NGATA KABUTING DA AGSAO ITI”, “KET”, “NAMAN”,

3. INCLUDE THE CONTENT WORDS AND FUNCTIONS IN CODE-

SWITCHING

*CONTENT WORDS*

 “NAG-EENJOY NGA SI”

 “ANA NGATA KABUTING DA AGSAO ITI”

*FUNCTION WORDS*

 “ANA”
 “NA”
 “MO”
 “SUPAY AH”
 “HAAYYY”
 “KET”
 “NAMAN”

CONVERSATION #3 (PREPARING FOR MY NIECE BIRTHDAY)

ME: Hi leigh, tomorrow is your birthday, right?

LEIGH: Opo. Mommy, I want a gift please.

ME: Anya kayat mo? Cake ba or balloons? (kidding her)

LEIGH: Both nalang, pwede po ba? I do not have money kasi to buy.

ME: Sure baby, but kumanta ka muna!

LEIGH: Bukas nlng mie, I will sing Happy Birthday to myself nukwa.
ME: Haha, ok your wish is granted basta lalaingim agkanta garud!

LEIGH: (She suddenly kiss and hug me, how sweet this little girl)

QUESTIONS TO ANSWER:

1. WHAT MOTIVATES THE SPEAKER TO CHANGE LANGUAGE?

- It motivates the speaker to change language when she feels excited about her
coming birthday, at the same time she is happy when her wish is granted.

2. WHAT ARE THE WORDS IN SWITCHING LANGUAGES?

-“OPO”, “ANA KAYAT MO”, “BA”, “NALANG”, “PWEDE PO BA”, “KASI”,

“KUMANTA KA MUNA”, “BUKAS NA LANG”, “NUKWA”, “HAHA”, “BASTA
LALAINGEM AGKANTA GARUD”

3. INCLUDE THE CONTENT WORDS AND FUNCTIONS IN CODE-

SWITCHING

*CONTENT WORDS*

 “ANA KAYAT MO”

 “PWEDE PO BA”
 “KUMANTA KA MUNA”
 “BUKAS NA LANG”
 “BASTA LALAINGIM AGKANTA GARUD”

*FUNCTION WORDS*

 “OPO”
 “BA”
 “NALANG”
 “KASI”
 “NUKWA”
 “HAHA”

Do you think code-switching eventually will become a lingua franca

in the Philippines?
 -By combining conversation analysis with content analysis, it is discovered
that sometimes lingua franca code-switch automatically without noticeable
awareness of switching. It allow a relaxed attitude towards language mixing
with shared range, where code-switching facilitates meaning – making
without jeopardizing understanding. So, for me it’s YES, because it allows
people to switch their dialects around to better fit in with a certain group.

SELF-INTRODUCTION IN OTHER DIALECT

-IN PANGASINENSE- -IN ENGLISH-

Syak si Mary-ann Blanza My name is Mary-ann Blanza.

Manaayam ed San Ramon Aurora
Isabela
Walay asawak tan anak ya laki
Nibagak ya sakey kamin maliket na
pamilya
Simple ak labat ya tuo, hilig koy
mangawa ya cross stitch
Labalabay koy magmaliw ya
managkansyon pero angapoy hilig ya
musika ed syak
Balbaleg ya salamat ed sikayo
I lived in San Ramon Aurora Isabela.
I am married and I have a son.
I can say that we are a simple family.
I am a simple person and I like doing
cross stitch.
I really love to sing but the music does
not have interest in me.
Thank you so much.