Research Repository

Examining Cebuano-Visayan Language Transition Practices

Krista Diane L. Folkestad, Sashi Margaret C. Bagaipo, Janeth C. Amaba, Jessa Mae A. Andales, Lysa Marie C. Apilar, Rany S. Baguio

Student Research · 2024

Bachelor of Secondary Education Major in English

Krista Diane L. Folkestad, et al. Cordova Public College folkestadkristadiane.cte.cpc@gmail.com / 09503421076 This study investigated the Cebuano - Visayan to English language transition practices among Grade 11 Science, Technology, Engineering, and Mathemat ics (STEM) students at Bethel Asia School of Technology (BAST). It aimed to understand the prevalent language transitions in class discussions, group activities, and reporting and to evaluate adherence to English - only policies. Employing a qualitative appr oach, it closely observed classroom interactions and analyzed recorded data using Roman Jakobson’s and Semantic Theory to decode the functions of language transitions. The observations, conducted over three days, revealed that code - switching and code - mixin g are standard practices driven by the need to clarify complex concepts. Factors influencing these transitions include the need for clarification, the interaction setting, the relationship between participants, and the level of intimacy. The functions of t hese transitions are referential, phatic, conative, metalinguistic, and expressive. Language identities revealed through these practices include master identities, interactional identities, relational identities, and personal identities. The researcher’s f indings indicated that while there is a sincere effort to adhere to English - only policies, pragmatic shifts to Cebuano - Visayan frequently occur to facilitate comprehension and participation. These practices highlight the students’ bilingual identity and it underscores the importance of flexible language policies in multilingual educational settings. It is recommended that educators receive targeted training on effective bilingual strategies and that schools develop clear guidelines to support balanced langu age use. This approach can enhance understanding, foster inclusive learning environments, and promote linguistic proficiency in both languages. This study provides valuable insights for educators, policymakers, and researchers aiming to improve academic ou tcomes in diverse linguistic settings.