1

Chapter I Introduction Background of the Study The English language is the global lingua franca. In approximately 1762, the Filipinos were introduced to the English language by the British invaders. However, the English language only became significant in the period between 1898 and 1946, when the Philippines was under the United States sovereignty. Since then, the English language remains the countrys official language. On July 14, 1936, the National Language Institute selected Tagalog as the basis of National Language. As time went by, Filipinos started to use both languages at the same time and thus, code switching emerged. According to YourDictionary.com (n.d.), Code switching is a linguistics term that basically means switching back and forth between two or more languages in the course of a conversation. It can also refer to the ability to switch languages or dialects quickly from one conversation to the next depending on the situation or conversation partner. In the Philippines, Taglish is a portmanteau of the words "Tagalog" and "English" which refers to the Philippine language Tagalog (or its liberalized official form, Filipino) infused with American English terms. Taglish is perhaps most common in Metro Manila, where its use has become stereotyped. Its influence has nevertheless become great, as it is now arguably a lingua franca in many parts of the country. Another related example of code-switching is Englog, English infused with Tagalog words, a popular type being called Coo/Konyo English.

Undeniably, code-switching allows Filipinos to communicate more clearly by providing a broader list of nouns, pronouns, verbs, adverbs, adjectives, and the like. On the other hand, experts have been recently discouraging the mixing of the English and the Filipino language. The spread of Taglish prevents the Filipino language from replacing English as the language of opportunity since academic English and academic Filipino, not Taglish, are needed to pass academic and licensing exams (Thompson, 2003). The prevalent use of code-switching in the Philippines greatly affects many Filipinos, especially the students. This study discovered the reasons behind the code switching of 2AHR students of San Beda College. Statement of the Problem Specifically, the study answered the following questions: 1. What form of code-switching is most frequently used by 2AHR students: 1.1 Taglish or Tagalog-English? 1.2 Englog or English-Tagalog? 2. Do the following factors affect the code switching habit of 2AHR students: 2.1 Age? 2.2 Gender? 2.3 Socio-economic status? Significance of the Study

The researchers hoped that the findings of this study enabled students to understand the code-switching phenomenon, factors that leads to it, and encourage them to improve their English ability. Understanding this matter also served as a guide in developing their capability to communicate well verbally using the English language. Theoretical and Conceptual Framework Independent Variables - Age - Gender - Socio-Economic Status

The code switching habit of 2AHR students

The independent variables such as age, gender and socio-economic status affects the code-switching habit of 2AHR students. Research Hypothesis The factors age, gender and socio-economic status do not influence the code-switching habit of 2AHR students in San Beda College, S.Y. 2010-2011. Scope and Limitation This research dealt with the factors that lead to code-switching habit of second year HR students, it was not design to give a negative impression to the people who used code switching, nor will it explore the general causes and effects. The researchers limited themselves to the code-switching habit of second year HR students and the factors that trigger its usage namely age, gender and socio-economic status.

Definition of Terms Age. The length of time during which a being or thing has lived or existed (Websters third new international dictionary, 1993). Code switching. The phenomenon of alternating between two or more languages during spoken conversation. All words. (n.d.). Englog. An informal form of English infused with Tagalog words, a popular type of which is called Konyo English. WordIQ. (n.d.). Gender. Birth, race, and class (Websters third new international dictionary, 1993). Habit. A behavior pattern acquired by frequent repetition or developed as a physiological function and showing itself in regularity (Websters third new international dictionary, 1993). Taglish. An informal dialect of Tagalog that infuses English terms. Taglish is, perhaps, most common in Metro Manila where its use has become stereotype. Fact-index. (n.d.). Socio-economic status. The position of an individual on a social-economic scale that measures such factors as education, income, type of occupation, place of residence, and, in some populations, heritage and religion. Dictionary. (n.d.).

Chapter II Review of Related Literature History of Languages in the Philippines The present linguistic situation in the Philippines creates a dilemma for Filipinos themselves (Gonzales, 1988). A national language is a necessity in order to develop not only a countrys identity as a nation but also as its medium of communication. Tagalog is the language of the Republic of the Philippines. It is one of the most spoken languages of the Filipino culture. It is also referred to as Filipino. While the Tagalog language has existed for several years, the country adopted the more common name to help with the acceptance of the actual language among other Filipino individuals. According to statistics Tagalog is spoken as a first language by over 24 million individuals and as a second language by more than 65 million (Cardozo, 2008). Having a national language was first conceived as early as 1925 when Manuel L. Quezon recalled Rizal's feeling of frustration for not being able to communicate with a fellow countrywoman while on a boat bound for Europe. It was during the Commonwealth period that our search for a national language was first recognized officially. In Section 3, Article XIII of the 1935 Constitution, the National Assembly shall take steps toward the development and adoption of a common national language based on one of the existing languages. The chief agency for the creation of the development of a common national language is the Institute of National Language (INL), which was established through Commonwealth Act No. 148 in November 19, 1936. A

director, executive secretary and seven members compose it. The group was to make a descriptive and comparative survey of one of the major dialects namely, Tagalog, Kapampangan, Waray, Ilokano, Bikolano, Hiligaynon and Pangasinan. From these, one would be chosen to become the basis of the national language. Tagalog was heavily favored because it has the most number of highly developed literatures and was considered as the best-studied language during that time (Simborio, 2011). Lambert (2005) stated that for centuries, the Philippine islands were under the Spanish colony; during this time, Spanish became the lingua franca of the Philippines until the 19th and early 20th centuries. It was also the language of the Philippine Revolution, and the 1899 Malolos Constitution proclaimed it as the official language of the First Philippine Republic. Decades after the US granted the Philippines its independence in 1946. Many Filipinos still believed in and actively campaigned for the Philippines becoming the 51st state of the United States. The Philippine-American connection has undergone considerable changes since then. Today, English - the means the Americans used to teach us via the mass media, the arts, social, business and political interaction - continues to be a strong thread that binds the two nations (Espinosa, 1997). The English language is the official global lingua franca, therefore the universal language. Instead of improving Filipinos English skills, the bilingual policy emerged or also called, code switching. Definition of Code-switching Poplack (2004) stated that code-switching is but one of a number of the linguistic manifestations of language contact and mixing, which variously include borrowing on the lexical and syntactic levels, language transfer, linguistic convergence, interference, language attrition,

language death, pidginization and creolization, among others. There is little consensus in the literature over which aspects should be subsumed under the label code switching. To put it simply, code-switching is popularly known as the switching from one language to another during a conversation. Code switching is now very common in the Philippines, having 2 (two) sub-categories: Taglish and Englog. Types of Code-switching Taglish or Tagalog-English is the portmanteau of Tagalog and English words. Taglish is most common in Metro Manila, where it is now arguably its lingua franca. Taglish is mostly used for convenience, as some Tagalog/Filipino are less familiar with their English counterparts. An example is saying, Maaring ipaliwanag mo sa akin? wherein Filipinos nowadays say, Maaring i-explain mo sa akin? instead. Another type of common code switching in the Philippines is the Englog or EnglishTagalog, the portmanteau of English and Tagalog words, also more known as Coo/Konyo English. This kind of language is commonly used by Filipinos that are not used to, or familiar with the use of difficult English words, so they usually resort to the insertion of Tagalog words in most of their English sentences. Related Reading According to the Executive Order No. 210, English was to be the medium of instruction in all learning institutions within the Philippines. However, after being abolisheda move made in 1987 shortly after EDSA Iit only resulted in the birth of Engloga mishmash of English and Tagalog words and phrases which did not succeed in making Filipinos truly bilingual

(Romualadez, 2007). It was a disastrous move to impose Tagalog-based Filipino as the medium of instruction even for subjects like Mathematics and Science, which gradually led to the fall of Filipinos competitive edge in getting good occupation opportunities. Effects of Code-switching Bautista (2009) believed that bilinguals (and most Filipinos are bilingual, even trilingual) have the strategic competence to calculate, in a sense, which language would provide the most expressive, most concise way of saying something. This kind of strategic competence is currently very evident in texting the texter can choose between English, Tagalog, or Taglish to state the message in the fastest, easiest way possible. Despite code switching having a number of benefits, it also has its disadvantages. In an article, Villafuerte (2006) stated that the Bilingual policy is to be blamed for the downgrade of Filipinos English skills for the last three decades. The policys linguistic juggling has contributed in a big way to the rapid decline of the English proficiency of many Filipinos. Thus, the need for congress to quickly revive English as a medium of instruction said Viliafuerte, who was one of the authors of a bill seeking to reinstate English as the teaching language. Mr. Villafuerte based his findings after the Department of Education compared the results of the 2006 National Achievement Test of the Fourth year and Grade 6 students results. It stated that because of bilingual policy, subjects that were supposed to be taught in English were actually done in Taglish, or a combination of English and the local dialect. Taglish was not directly taught inside the campus, but was apparently the language used not only by the students, but the teachers and professors as well. According to Thompson (2003), The spread of Taglish prevents the Filipino language

from replacing English as the language of opportunity since academic English and academic Filipino, not Taglish, are needed to pass academic and licensing exams. The Filipino/Tagalog language was proclaimed as the medium of instruction. Furthermore, it was to give the country its own identity by replacing a foreign language. Instead, it resulted to a nation with poor language proficiency both in English and Tagalog. Reasons Behind Code-switching It is undeniable that most of the Filipinos nowadays children, students, teachers, office workers, professionals, celebrities, religious person and even government officialscode-switch, which has become a part of their daily lives. Some would say that code switching is done because of the lack of proficiency on a certain language, while others would say that they code switch because it is more convenient. But what is really the reason why people code switch? The researchers believe that the common reason why people code switch is because of the following: first is the issue on the lack of facility, Muthusamy (as cited by Malik, 1994) said that bilinguals or multilinguals often explain that they code switch when they cannot find an appropriate expression or vocabulary item or when the language of conversation does not have the particular word needed to carry on the conversation smoothly. Second is the lack of register also known as deficiency-driven code switching. That happens when people are not equally competent in two languages and when they do not know the terms in two languages. For example, college students often code switch by moving from Tagalog to English. In certain occupations, code switching takes place in the speech of doctors, lawyers, engineers while they interact among themselves due to the fact that proper terms in Tagalog or in any other language other than English may not be offered to them. As a result, they utilize the English terminology

10

that they are familiar with. Another reason can be the mood of the person. Usually when people are tired or angry, code switching takes place with a new dimension. This means, when a person is in the right state of mind, he/she can find the appropriate word or expression in the base language. Frequently, a person knows exactly the word in both the languages (Tagalog and English) but the English language may be more available at the point of time when the speaker is troubled. Code-switching is also used to emphasize a point. Muthusamy (as cited by Gal, 1979) reports several instances in which a switch at the end of an argument not only helps to end the interaction but may serve to emphasize a point. The habitual experience of a person can also trigger the use of code switching. Muthusamy (as cited by Malik, 1994) stresses the fact that code switching often occurs in fixed phrases of greeting and parting, commands and request, invitation, expressions of gratitude and discourse markers such as you know or pero (but). There are cases that code switching happens in order to address a different audience. Code-switching is also used when a person intends to address people coming from various linguistic backgrounds. For example, in the Philippines, the television announcer often uses Tagalog as it is the national language but also switches to English. But the more common reason of code switching now can be called proficiency-driven code switching. This is the kind used by people who are proficient in both languages and who code-switch for purposes of communicative efficiency.

11

Chapter III Methodology Research Design This study used the descriptive-survey method. This study stated the present condition of the 2nd year BSBA Human Resource Development Management students of San Beda College, Manila concerning their code switching habit, and how the independent variables age, gender and socio-economic affected this. The researchers believed that this design is the most appropriate for this study for it can use either qualitative and/or quantitative form of data. Through descriptive survey, this study determined whether the proposed factors, which are age, gender, and socio-economic status, have a relationship to this habit. The researchers used this method considering the objectives to obtain the data were first hand from the respondents. Sampling Design and Determination of Sample Size Random sampling was employ in this study. Despite the small population of 2nd year AHR consisting of more or less 20 students, the researchers further minimized their subjects by determining the sample size. The result of the sample size decided the number of respondents. The Subjects The subjects of this study were the 2nd year BSBA Human Resource Development Management students of San Beda College, Manila S.Y. 2010-2011. The sample size of 15

12

respondents participated in this study. The researchers did not impose certain inclusion criteria in selecting the subjects since the respondents were randomly chosen. However, the researchers assumed that the ages of the respondents would range from 18 to 22. The Research Instrument A survey-questionnaire was use as the main data instrument for this study. The questionnaire is personally constructed by the researchers, and is divided into 2 parts: the respondents profile and the survey proper. The profile contains the socio-demographic characteristics of the respondent such as name, age, gender, and monthly family income. The survey proper explores the code-switching habits of the respondents, namely the frequency of their usage, the factors that trigger and influence them, and the reasons behind this habit. Lastly, the survey proper applied the Likert scale for the answers. Validation of Research Instruments The questionnaire was a researcher-made survey. In order to test and confirm its validity, content validity is used; the researchers selected an expert to advise and verify the content of the questionnaire, and asked the expert for any suggestions and corrections to ensure the effectiveness of the instrument. Then the researchers revised the survey-questionnaire according to the instructions and comments of the chosen expert. Data Gathering Procedure The researchers used the survey method in gathering data and information. Hence, this study obtained primary data from the output of the survey questionnaires that was given to the respondents. Other primary information was based from books, articles and news. Moreover,

13

secondary data were derived from related studies and dictionaries. Internet sources were also used in gathering information.

Data Processing Method The researchers constructed a survey-questionnaire. They consulted the chosen experts in order to test and confirm its validity. Then, they revised the survey-questionnaire according to the instructions of the experts. The researchers asked permission from the class adviser of 2AHR to conduct the survey during one of their class periods. They researchers gave the 15 respondents questionnaires respectively. Then the researchers gave the respondents at least ten minutes to answer the survey-questionnaire. After which, the researchers collected the questionnaire. After gathering all the information, the researchers tallied the data for the correlation using the Pearson-r, which determined whether the independent variables indeed have a significant relationship with the subjects code switching habit. Moreover, for the socioeconomic status, the researchers used the percentage formula to know the percent of the students who code switch and what income bracket do they belong. Statistical Method Percentage and frequency were used in this study to determine whether gender and the socio-economic status have an effect on the code-switching habit of the subjects. On the other hand, Pearson-r was used to correlate the age and the weighted score of the respondent on the survey proper. The researchers chose this method since the Pearson-r is appropriate for determining the level of relationship between two sets of data. As for this study, the Pearson-r

14

determined whether age does indeed have an influence on the code switching habit of second year AHR students.

Chapter IV Presentation, Analysis and Interpretation of Data

This chapter presents the results of the survey on the code-switching habit of 2nd year BSBA Human Resource Development Management students of San Beda College, analysis and interpretation of data. Analysis and interpretation of data are presented in the order of the statement of the problems.

3. What form of code-switching is most frequently used by 2AHR students: 3.1 Taglish or Tagalog-English? 3.2 Englog or English-Tagalog?

Table 4.1

Most Commonly Used Form of Code-Switching of Male Respondents I use Taglish or Tagalog-English 3 4 4 3 I use Englog or English-Tagalog 3 4 4 3

15

4 2 3 3 5 4 3

4 2 3 3 5 4 3

Average = 3.45 Average = 3.45 Table 4.1 shows the scores of male respondents to questions 2 and 3 which are I use Taglish or Tagalog-English and I use Englog or English-Tagalog. As shown above, the answers of the male respondents to both questions are all the same. The average of the rating of male respondents for both Taglish and Englog is 3.45, which depicts regular usage of both pormanteau.

Table 4.2

Most Commonly Used Form of Code-Switching of Female Respondents I use Taglish or Tagalog-English 2 3 4 4 Average = 3.25 I use Englog or English-Tagalog 2 3 4 4 Average = 3.25

Table 4.2 shows the scores of female respondents to questions 2 and 3 which are I use Taglish or Tagalog-English and I use Englog or English-Tagalog. As shown above, the answers of the female respondents to both questions are all the same. The average of the rating of female respondents for both Taglish and Englog is 3.25, which depicts regular usage of both pormanteau.

16

4. Do the following factors affect the code switching habit of 2AHR students: 4.1 Age? 4.2 Gender?

Table 4.3

Correlation of Age and Code-Switching Habit of Female Respondents

X (Scores) 27 37 44 46 X= 154 r = 0.101409239

Y (Age) 18 20 19 18 X= 75

X2 729 1,369 1,936 2,116 X2= 6,150

Y2 324 400 361 324 Y2= 1,409

XY 486 740 836 828 XY= 2,890

Table 4.3 shows the weighted average of the scores of female respondents on their codeswitching habit represented by the X variable, and their respective ages represented by the Y variable. As shown on the table, the highest score out of 70 is 46, attained by an 18-year-old respondent. The lowest score on the other hand is 27, achieved also by a respondent 18 years of age. Using these results, the researchers computed for the Pearson-r and arrived at a value of 0.101409239, which according to statistical standards, shows a negligible relationship between the two sets of data.

17

Table 4.4 X (scores) 29 37 38 40 42 43 45 48 49 49 56 X= 476

Correlation of Age and Code-Switching Habit of Male Respondents Y (Age) 17 18 18 19 19 18 17 18 21 18 18 Y= 201 X2 841 1,369 1,444 1,600 1,764 1,849 2,025 2,304 2,401 2,401 3,316 X2= 21,134 Y2 289 324 324 361 361 324 289 324 441 324 324 Y2= 3,685 XY 493 666 684 760 798 774 765 864 1,029 882 1,008 XY= 8,723

r = 0.2536770444 Table 4.4 shows the weighted average of the scores of male respondents on their codeswitching habit represented by the X variable, and their respective ages represented by the Y variable. As shown in the table, the highest score out of 70 is 56, attained by an 18-year-old respondent. The lowest score on the other hand is 29, achieved by a respondent 17 years of age. Using these results, the researchers computed for the Pearson-r and arrived at a value of 0.2536770444, which according to statistical standards, shows a low or slight relationship between the two sets of data.

18

As seen on tables 4.1 and 4.2, the correlation between the code-switching habit of male respondents and their ages is higher as compared to the correlation between the code-switching habit of female respondents and their respective ages.

Table 4.5

Correlation of Age and Code-Switching Habit of Male and Female Respondents Y (Age) 18 17 18 20 18 19 19 18 19 17 18 18 21 18 18 Y = 276 X2 729 841 1,369 1,369 1,444 1,600 1,764 1,849 1,936 2,025 2,116 2,304 2,401 2,401 3,316 X = 27,464
2 2

X (scores) 27 29 37 37 38 40 42 43 44 45 46 48 49 49 56 X = 630 r = 0.185222

Y2 324 289 324 400 324 361 361 324 361 289 324 324 441 324 324 Y = 5,094

XY 486 493 666 740 684 760 798 774 836 765 828 864 1,029 882 1,008 XY = 11,613

Table 4.5 shows the weighted average of the scores of both female and male respondents on their code-switching habit represented by the X variable, and their respective ages represented by the Y variable. As shown on the table, the highest score out of 70 is 56, attained by an 18year-old respondent. The lowest score on the other hand is 27, achieved by a respondent 18 years

19

of age. Using these results, the researchers computed for the Pearson-r and arrived at a value of 0.185222, which according to statistical standards, shows negligible relationship between the two sets of data.

Figure 4.1

The Socio-Economic Status of Code-Switching Male Respondents

Figure 4.1 shows the percentage of the monthly family income of male respondents, which will determine their socio-economic status. The percentages gathered have been roundedoff to the nearest whole number. Out of eleven male respondents, three or 27% have a family income of P10, 000 P30, 000 which falls under the C or lower middle class, while five respondents or 46% have a monthly family income of P31, 000 P50, 000 falling under the B or

20

upper middle class. Lastly, two respondents or also 27% have a monthly family income of P51, 000 and above which categorizes them under the A or upper class.

Figure 4.2

The Socio-Economic Status of Code-Switching Female Respondents

Figure 4.2 shows the percentage of the monthly family income of female respondents, which will determine their socio-economic status. The percentages gathered have been roundedoff to the nearest whole number. Out of 4 female respondents, only one or 25% has a family income of P31, 000 P50, 000 which falls under the B or upper middle class, while 3

21

respondents or 75% have a monthly family income of P51, 000 and above which categorizes them under the A or upper class.

Chapter V Conclusion and Recommendation

Conclusion Based on the significant findings of the study, the following conclusions were made: 1. Both Englog or English-Tagalog and Taglish or Tagalog-English are used by 2AHR students as their form of code-switching. 2. There is a negligible relationship between the age and code-switching habit of female respondents. On the other hand, there is low or slight relationship between the age and code-switching habit of male respondents. However, there is a negligible relationship between the age and code-switching habit of both female and male respondents 3. Majority of male respondents who code-switch are those falling into the income bracket of P31, 000 P50, 000 falling under the B or upper middle class. On the other hand,

22

majority of female respondents who code-switch are those falling under the income bracket of P51, 000 and above which categorizes them under the A or upper class.

As shown by the results of this study, the female respondents use Taglish and Englog at the same frequency; the same with the male respondents who use Taglish and Englog both at the same level of frequency. Moreover, the relationship of the respondents to their family, friends, and professors influence their code-switching habit. There are many reasons why codeswitching takes place; the ability of a person who is able to speak more than one language fluently plays an important role during their interaction. The lack of proficiency in speaking Tagalog or English affects the code switching habit of 2AHR students. The emotions such as anger, joy, sadness of a person triggers the code-switching habit of the respondents; the respondents also code-switch in order to emphasize a certain point or matter in a conversation. Difficulty in finding an appropriate word or expression or simply the lack of facility also affects their code-switching habit.

According to a dissertation by Muthusamy (n.d.), bilinguals or multilinguals often explain that they code-switch when they cannot find an appropriate expression or vocabulary item or when the language of conversation does not have the particular word needed to carry on the conversation smoothly. It is also stated in the study that the lack of register or when speakers are not equally competent in two languages and when the speakers do not know the terms in two languages, then code-switching occurs. For example, college students often code switch by moving from English to Tagalog. Moreover, the mood of a person usually when they are tired or

23

angry, code-switching takes place with a new dimension. This means, when a person is in the right state of mind, he/she can find the appropriate word or expression in the base language. Very often he/she knows exactly the word in both the languages (X and Y) but the language Y may be more available at the point of time.

Recommendation 1. Code-switching can either be good or bad depending on the situation. If it in terms of clarity and convenience in communication, it is no doubt a beneficial habit. On the other hand, if it is about formality and language structures, code-switching has been said to be a bane. The researchers thus, recommend the subjects to further improve their communication skills in using English or Tagalog independently to prevent the said disadvantage of code-switching, which is losing proficiency in both languages. 2. The researchers recommend the professors to be a role model in order to encourage their students to further improve communication skills without the use of code-switching. They can also implement a Speak in English or Speak in Tagalog rule during class hours to further stress this.
3. The factors such as age, gender and socio-economic status do not really lead to the code-

switching habit of 2AHR students. In line with this, the future researchers should consider other factors in determining the code-switching habit of a person. The psychological aspect and intellectual quotient of a person may also be a basis for his or her code-switching habit.

24 4. Conduct a more comprehensive research with regard to the code-switching phenomena in

order to address the language and communication competency of students by using a larger sample size with different variety of subjects of different characteristics. Also, the future researchers must also use an equal size of respondents for both male and female to assure accuracy and prevent gender bias in results.

References

Code-switching. (n.d.). Retrieved March 10, 2011, from http://www.allwords.com/word- codeswitching.html

Bilingual policy blamed for poor English. (2006, December 14). Manila Bulletin, 408(14), p.B13.

Bautista, M.L. (2009, August 29). Why do we code-switch? Retrieved December 21, 2010 from http://www.mb.com.ph/articles/218315/why-do-we-codeswitch

Cardozo, J. (2008, July 9). Tagalog language history. Retrieved January 18, 2011 from http://thelanguagechronicle.com/tagalog-language-history/

25 Dictionary. (n.d.). Socio-economic status. Retrieved March 10, 2011, from http://medicaldictionary.thefreedictionary.com/socioeconomic+status

Espinosa, D. (1998). English in the Philippines. 26, p.9.

Fact-index. (n.d.). Taglish. Retrieved March 10, 2011, from http://www.fact-index.com.t.ta.taglish.html

Gonzalez, A. (1988). The role of English and its maintenance in the Philippines. Manila, Philippines: Solaridad Publishing House.

Lambert, N. (2005). Code-switching in the media: A Filipino case study. Retrieved January 18, 2010 from http://rdarc.itakura.toyo.ac.jp/webdav/frds/public/kiyou/rdvol8/rd-v8-337.pdf

Muthusamy, P. (n.d.). Communicative functions and reasons for code switching: A Malaysian perspective. Unpublished doctoral dissertation, Universiti Putra Malaysia, Malaysia.

Poplack, Shana (2004). "Code-Switching". In U. Ammon, N. Dittmar, K.J. Mattheier and P. Trudgill. Sociolinguistics. An International Handbook of the Science of Language and Society. Berlin: Walter de Gruyter.

Romualdez, B. (2007). English or Engalog? Good News Pilipinas, 21(310), p.B3.

Simborio, S. (2011, January 19). History of the Filipino language. Retrieved January 18, 2011 from http://www.gabbydictionary.com/history.asp

Thompson, R. (2003). Filipino English and Taglish: Language switching from multiple perspectives. Amsterdam: John Benjamins Publishing Company.

26 Websters third new international dictionary (1993). Age. Springfield, MA: Merriam-Webster.

Websters third new international dictionary (1993). Gender. Springfield, MA: Merriam-Webster.

Websters third new international dictionary (1993). Habit. Springfield, MA: Merriam-Webster.

WordIQ. (n.d.). Englog. Retrieved March 10, 2011 from http://www.wordiq.com/definition/Englog

YourDictionary. (n.d.). Code-switching. Retrieved March 16, 2011 from http://answers.yourdictionary.com/technology/what-is-code-switching.html

Appendix A

February 9, 2011

Dear Respondents, PAX! We the students of 2nd year BSBA Human Resource Development Management students of San Beda College, Manila are conducting a survey about The Factors Leading to Code- Switching Habit of Second Year HR Students in San Beda College, S.Y. 2010- 2011 . Code- Switching is the concurrent use of more than one language, or language variety, in a conversation. Through this study, the researchers seek to determine whether the factors age, gender and socio- economic status have an effect on the code- switching habit of subjects.

27 In this regard, may we request you to honestly answer the attached survey- questionnaire about the aforementioned topic. The results of this research will solely be used for the said study. Rest assured that all information will be held confidential, and if requested, you will be provided with the copy of the paper once the researchers have completed it. For inquiries and additional information, please contact Kimbee Lim at Mobile: +639359651370 or E-mail: kimbee_lim21@yahoo.com Thank you for your time and cooperation.

Respectfully,

The Researchers

Noted: Ms. Sybil Agreda

Appendix B

Part I Demographic Profile

Name (optional):_________________________________ Year & Section:_______________

Age:________

Direction: Please check the box that corresponds to your answer. Choose only the best answer. Gender Male Monthly family income: Female

28

P5,000- 10,000 P10,000- 30,000

P30,000- 50,000 Others:________________

Part II Code-Switching Habit Directions: Please check the box that corresponds to your best answer. Wherein: 1- Never 2- Rarely 3- Sometimes 4- Often 5- Always

1 1. 2. 3. I code-switch. I use Taglish (Tagalog- English). I use Englog (English- Tagalog).

4. Code-switching affects my English Proficiency. 5. Code-switching helps me in communicating well. 6. I express myself better with the use of codeswitching
1 2 3 4 5

7. My family influences my code- switching habit. 8. My friends influence my code- switching habit. 9. My professors influence my code- switching habit. 10. I code-switch because of lack of proficiency in speaking Tagalog or English. 11. I code-switch because I get carried away by emotions (anger, joy, sadness, etc. ). 12. I code-switch to emphasize an important matter in a conversation. 13. I code-switch when addressing a foreign audience. 14. I code-switch because of lack of facility or the ability to find an appropriate expression.

29

Directions: Kindly write your answer on the space provided. Do you think Code-switching is a good habit? Explain. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________

That in All Things, God May Be Glorified!

Appendix C Computations and Formulas

1. Most Commonly Used Form of Code-Switching of Female Respondents Given: I use Taglish or Tagalog-English 2 3 4 I use Englog or English-Tagalog 2 3 4

30 4 Total: 13 4 Total: 13

Solution: Get the mean. I use Taglish or Tagalog-English: 2+3+4+4 = 13/4 = 3.25 I use Englog or English-Tagalog: 2+3+4+4 = 13/4 = 3.25

2. Most Commonly Used Form of Code-Switching of Male Respondents Given: I use Taglish or Tagalog-English 3 4 4 3 4 2 3 3 5 4 3 Average = 3.45 I use Englog or English-Tagalog 3 4 4 3 4 2 3 3 5 4 3 Average = 3.45

Solution: Get the mean.

31 I use Taglish or Tagalog-English: 3+4+4+3+4+2+3+3+5+4+3 = 38/11 = 3.45 I use Englog or English-Tagalog: 3+4+4+3+4+2+3+3+5+4+3 = 38/11 = 3.45 3. Correlation of Age and Code-Switching Habit of Female Respondents Given:

X (Scores) 27 37 44 46 X= 154

Y (Age) 18 20 19 18 X= 75

X2 729 1,369 1,936 2,116 X2= 6,150

Y2 324 400 361 324 Y2= 1,409

XY 486 740 836 828 XY= 2,890

Equation: r = n(XY) (X)( Y) (nX2-(X)2) (nY2-(Y)2) Solution: r = 4(2,890) (154)( 75) (4(6,150)-(154)2) (4(1,409)-(75)2) r = 11,560 11,550 (24,600 23,716) (5,636 5,625) r = 10

32 98.61034429 r = 0.101409239

4. Correlation of Age and Code Switching Habit of Male Respondents Given: X (scores) 29 37 38 40 42 43 45 48 49 49 56 X= 476 Y (Age) 17 18 18 19 19 18 17 18 21 18 18 Y= 201 X2 841 1,369 1,444 1,600 1,764 1,849 2,025 2,304 2,401 2,401 3,316 X2= 21,134 Y2 289 324 324 361 361 324 289 324 441 324 324 Y2= 3,685 XY 493 666 684 760 798 774 765 864 1,029 882 1,008 XY= 8,723

Equation: r = n(XY) (X)( Y) (nX2-(X)2) (nY2-(Y)2) Solution: r = 11(8,723) (476)(201)

11(21,134) (476)2) (11(3,685)(201)2)

33

r =

95,953 95,676

(232,474 226,576) (40,535 40,401)

r =

277

(8898) (134)

r =

277

1091.939559 r = 0.25367704444

5. Correlation of Socio Economic Status and Code Switching Habit of Female Respondents Monthly Family Income 10,000 30,000 31,000 50,000 51,000 - Above No. of Respondents 0 1 3 Percentage 0% 25% 75%

6. Correlation of Socio Economic Status and Code Switching Habit of Male Respondents Monthly Family Income No. of Respondents Percentage

34 10,000 30,000 31,000 50,000 51,000 - Above 3 5 3 27.27% 45.45% 27.27%