When people ask me where I got my “accent” I would simply smile casually, and sometimes sheepishly reply “I came from an English speaking school”. I came from an English speaking school, that’s why I’m fluent in English. English is generally noted as one of the languages commonly used in the Philippines. English is taught in schools as one of the two official languages of the country, the other being Filipino, a standardized version of Tagalog. Sub-varieties of Philippine English is emerging based on the regional location of the speakers. Code-mixing is one of the most prevalent example of emerging sub-varieties among Ilokano and Visayan speakers particularly Cebuano and Hiligaynon. But what connection does coming from an English speaking school have with the fact that I can speak English fluently? Looking at the teacher of a school, it is usually stressed on how teachers, being one of the preliminary role models for children next to the parents, need to establish a sturdy communication between them and their students.
Train up a child in the way he should go: and when he is old, he will not depart from it. (Proverbs 22:6) Communication is the foundation of a healthy student-teacher relationship. Now, imagine what would happen if there are boundaries and an obstacle between the students’s learning and the teacher. What if such obstacle disrupts the child’s learning and affects the child’s potential. Pretend, for a moment, that this boundary is the inability for the teacher to communicate thoroughly. If the teacher has problems with communicating effectively this could affect the child’s response to the lessons. If my response to a good English teacher’s accent during lessons is the eventual acquisition of this skill then it can be said that whatever the teacher’s methods in teaching can also affect the child’s skills. However, the previous example is on a personal level and does not necessarily describe the outcome. It can still give an idea as to why a teacher should be careful with every move he or she makes in the classroom. Here is where I bring in the concept of Taglish.
Taglish is an example of the boundaries or obstacle that could possibly prevent a student’s development if used by the teacher. It can be said that if the teacher’s most commonly used method of teaching is speaking, then he/she better check his/her language. If all the things mentioned above are true, an answer to the proposition: that using Taglish as a form of language is or is not valid and therefore should be accepted in classroom use can be identified.
What language does one speak? The common language one speaks at home and at their leisure is their language. The language being referred to here, of course, is the spoken language. Filipinos are known to be Bilingual; this means that Filipinos are known to have two commonly used languages. Some Filipinos can speak fluently in Tagalog, some in English. Some Filipinos can even speak both Tagalog and English. There is a situation however, wherein instead of speaking either language consistently the Filipino speaker inserts one word from the other and creates a totally different language altogether. This situation is usually called either Taglish or Englog. 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. It is an example of code-switching. Codeswitching on the other hand means switching between one or more language, or language variety, in the context of a single conversation. Multilinguals—people who speak more than one language—sometimes use elements of multiple languages in conversing with each other. Thus, code-switching is the use of more than one linguistic variety in a manner consistent with the syntax and phonology of each variety.
In the Philippines, the existence of Taglish is becoming more and...