Attitudes towards pedagogical code-switching: A verbal guise approach

Attitudes towards pedagogical code-switching: A verbal guise approach Andrea Althea G. Aballa 1, Chyme Fresca M. Colinares1, Danielle Majella C. Milanes1, John Chael D. Wang1 Edward Jay M. Quinto2, John Christopher D. Castillo2 1Mapua University, Manila, Philippines 2School of Social Sciences and Education, Mapua University, Manila, Philippines aagaballa@mymail.mapua.edu.ph, cfcolinares@mymail.mapua.edu.ph,dmcmilanes@mymail.mapua.edu.ph, jcdwang@mymail.mapua.edu.ph, ejmquinto@mapua.edu.ph, jcdcastillo@mapua.edu.ph Abstract The role of pedagogical code-switching (henceforth CS) has been an arising topic of ininquiry across the globe; hence, the global surge bilingualism significantly opened an opportunity to use CS as a resource in class sessions for effective learning. This study aims to distinguish the factors that influence the attitudes of the participants toward Tagalog and English pedagogical CS and identify the significant differences between English, Tagalog, and CS among Filipinos. Anchored on Myers-Scotton’s (1993) Markedness model framework, this quasi-experimental study aims to identify the attitudes towards pedagogical CS compared to monolingual English and monolingual Tagalog. To do this, the researchers used the verbal Guise technique (VGT), an innovative approach used to study attitudes, which is composed of three speakers for each language (English, Tagalog, and CS), and integrated it within a google forms questionnaire that has a 4-point Likert Scale adapted from the study of Valerio (2015), which were then given and listened to the 784 purposively sampled senior high school and college students within the different universities in the Philippines. The researchers then analyzed the data using a non-parametric statistical treatment known as Friedman’s ANOVA and Kendall coefficient of concordance, which compares three groups without the independent-dependent variable relationships. 1. Introduction The role of pedagogical code-switching (henceforth CS) has been an arising topic of inquiry across the globe. The global surge in bilingualism significantly opened an opportunity to use CS as a resource in class sessions for effective learning (Soundiraraj, 2013). According to Feng and Chen (2009), direct relationships between emotional aspects are visualized when language is learned and comprehended through time. As a branch of linguistics, this indicates that CS may be studied through an individual's attitude, preferences, and cognitive values. This study then branched different variables, starting with the positive attitudes toward language learning, which Bhaskar and Soundiraraj (2013) concluded that could boost students' study, but negative attitudes can eventually block it, as well as different reasons concerning why teachers and students utilize CS while associating with one another, ie. reasons behind it were arranged into four regions: starting a new topic, understanding, emphasis, and lack of vocabulary (Gulzar, 2010), and the use of verbal guise technique (VGT) to gather data from a participants’ attitude and behavioral approach towards the field of linguistics and any other language-related studies. According to Goulet (1971), Tagalog-English (Taglish) is widely used throughout the Philippines' Tagalog-speaking region and is often regarded as "the typical acceptable conversation style of speaking and writing." Despite the extensive use and favorable attitudes toward this form of communication, Tagalog-English code-switching is underrepresented in the CS literature (Labitigan, 2013). Today, Tagalog-English CS can be mostly seen among the people of the Philippines who are educated, …

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