{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/21036"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/21036","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"An ethnographic study of English/Pilipino code-switching in bilingual classrooms in Manila","abstract":"Legislation in 1974 replaced the former all-English curriculum in Philippine schools with a dual-language curriculum, with some subjects to be taught strictly in Pilipino and others entirely in English. Many people, not understanding the phenomenon of code-switching, believe that the new policy has encouraged the mixture of English and Pilipino. But how much code-switching actually takes place in schools, and under what conditions and for what purposes? Does the elite status of English have any effect? This study analyzes classroom interaction and code-switching in two private schools in the Metro Manila area, one prestigious and one less so, to discover answers to these and other questions.","abstract_html":"Legislation in 1974 replaced the former all-English curriculum in Philippine schools with a dual-language curriculum, with some subjects to be taught strictly in Pilipino and others entirely in English. Many people, not understanding the phenomenon of code-switching, believe that the new policy has encouraged the mixture of English and Pilipino. But how much code-switching actually takes place in schools, and under what conditions and for what purposes? Does the elite status of English have any effect? This study analyzes classroom interaction and code-switching in two private schools in the Metro Manila area, one prestigious and one less so, to discover answers to these and other questions.","abstract_has_math":false,"creators":["Lim, Helen Rojas"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Tozer, Steven E."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:56:29Z","date_published":"2011-05-07T12:56:29Z","updated_at":"2026-07-22T22:25:17Z","subjects":["Education, Language and Literature","Education, Bilingual and Multicultural","Language, Linguistics"],"languages":["eng"],"rights":["Copyright 1991 Lim, Helen Rojas"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9136661","(UMI)AAI9136661"],"render_values":[{"text":"AAI9136661","href":null,"code":true},{"text":"(UMI)AAI9136661","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/21036","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tozer, Steven E."]},{"key":"dc:creator","label":"Author","values":["Lim, Helen Rojas"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:56:29Z","10000-01-01","1991"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Language and Literature","Education, Bilingual and Multicultural","Language, Linguistics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1991 Lim, Helen Rojas"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9136661","(UMI)AAI9136661","http://hdl.handle.net/2142/21036"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Legislation in 1974 replaced the former all-English curriculum in Philippine schools with a dual-language curriculum, with some subjects to be taught strictly in Pilipino and others entirely in English. Many people, not understanding the phenomenon of code-switching, believe that the new policy has encouraged the mixture of English and Pilipino. But how much code-switching actually takes place in schools, and under what conditions and for what purposes? Does the elite status of English have any effect? This study analyzes classroom interaction and code-switching in two private schools in the Metro Manila area, one prestigious and one less so, to discover answers to these and other questions.","Two third-grade classrooms representing the English and the Filipino curricula were videotaped. Thirty hours of videotape were transcribed and analyzed for interaction patterns, participant structures, and the linguistic and functional characteristics of code-switching.","Analysis showed that most teacher-lead discussions followed the pattern found in U.S. classrooms. Students' tendency to respond in unison might reflect shared Austronesian cultural features found in Hawaii. The quantity of code-switching varied between schools and teachers, with more in the less prestigious schools and in Pilipino-medium classes. Almost none occurred in the English class at the more prestigious school. Students did very little switching. Teachers switched to English for classroom management, acknowledging students, and approving responses. One teacher switched into Pilipino to clarify questions. Setting or topic had no apparent effect.","Paralleling Berk-Seligson's (1986) findings for Hebrew-Spanish switching, noun phrases were most frequently switched, and there was no switching of verbs or verb phrases. Poplack's (1980) claim that fluent bilinguals would be more likely to switch smaller intrasentential constituents was not confirmed in most classes. Typological differences between Pilipino and English may constrain possibilities for switching.","This study analyzes actual classroom behavior and provides evidence for pragmatic, sociolinguistic, and linguistic factors affecting code-switching. By documenting patterns of bilingual behavior in Philippine classrooms, the study may help to resolve some of the misconceptions and controversies regarding the effects of the national bilingual policy.","Made available in DSpace on 2011-05-07T12:56:29Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9136661.pdf: 12137958 bytes, checksum: 470de586aa4f4c7e5b37e8938af626cc (MD5) Previous issue date: 1991","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:48:03Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:21:44-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["An ethnographic study of English/Pilipino code-switching in bilingual classrooms in Manila"]}]}],"canonical_facts":{"dc:contributor":["Tozer, Steven E."],"dc:creator":["Lim, Helen Rojas"],"dc:date":["2011-05-07T12:56:29Z","10000-01-01","1991"],"dc:description":["Legislation in 1974 replaced the former all-English curriculum in Philippine schools with a dual-language curriculum, with some subjects to be taught strictly in Pilipino and others entirely in English. Many people, not understanding the phenomenon of code-switching, believe that the new policy has encouraged the mixture of English and Pilipino. But how much code-switching actually takes place in schools, and under what conditions and for what purposes? Does the elite status of English have any effect? This study analyzes classroom interaction and code-switching in two private schools in the Metro Manila area, one prestigious and one less so, to discover answers to these and other questions.","Two third-grade classrooms representing the English and the Filipino curricula were videotaped. Thirty hours of videotape were transcribed and analyzed for interaction patterns, participant structures, and the linguistic and functional characteristics of code-switching.","Analysis showed that most teacher-lead discussions followed the pattern found in U.S. classrooms. Students' tendency to respond in unison might reflect shared Austronesian cultural features found in Hawaii. The quantity of code-switching varied between schools and teachers, with more in the less prestigious schools and in Pilipino-medium classes. Almost none occurred in the English class at the more prestigious school. Students did very little switching. Teachers switched to English for classroom management, acknowledging students, and approving responses. One teacher switched into Pilipino to clarify questions. Setting or topic had no apparent effect.","Paralleling Berk-Seligson's (1986) findings for Hebrew-Spanish switching, noun phrases were most frequently switched, and there was no switching of verbs or verb phrases. Poplack's (1980) claim that fluent bilinguals would be more likely to switch smaller intrasentential constituents was not confirmed in most classes. Typological differences between Pilipino and English may constrain possibilities for switching.","This study analyzes actual classroom behavior and provides evidence for pragmatic, sociolinguistic, and linguistic factors affecting code-switching. By documenting patterns of bilingual behavior in Philippine classrooms, the study may help to resolve some of the misconceptions and controversies regarding the effects of the national bilingual policy.","Made available in DSpace on 2011-05-07T12:56:29Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9136661.pdf: 12137958 bytes, checksum: 470de586aa4f4c7e5b37e8938af626cc (MD5) Previous issue date: 1991","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:48:03Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:21:44-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9136661","(UMI)AAI9136661","http://hdl.handle.net/2142/21036"],"dc:language":["eng"],"dc:rights":["Copyright 1991 Lim, Helen Rojas"],"dc:subject":["Education, Language and Literature","Education, Bilingual and Multicultural","Language, Linguistics"],"dc:title":["An ethnographic study of English/Pilipino code-switching in bilingual classrooms in Manila"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:17Z"}