Authors:Gejazyhlle P. Engano-Tampos1, Nahla Silongan1 and Sweetzel Martuna1
School of Teacher Education, J.H. Cerilles State College, Mati, San Miguel, Zamboanga del Sur, Philippines
Email: gejazyhlle@jhcsc.edu.ph
ABSTRACT
Code-mixing is a common phenomenon in multilingual communities, where different languages are used in a single conversation.
This study aimed to investigate the main types of code-mixing, such as insertion, alternation, and congruent -lexicalization, and to identify the
reasons for code-mixing among Maguindanao and Subanen students. It made use of a qualitative approach, the instrument employed to gather
data during the field research was a closed-door interview comprising of both closed-ended and open-ended questions, and an observation sheet. The
aim of the instruments was to collect the extent of information about the reasons of code-mixing and its predominant types. The use of
observation sheet was to take note of the different code-mixing words present in an utterance and other reasons in code-mixing that was applied
by the respondents. The respondents of the study were asked about their knowledge and personal experiences relevant to the study and these
respondents are Cebuano and Maguindanao native speakers. While they use Cebuano, English and Filipino languages for academic and formal
conversation, students use of code-mixing was prevalent. The researchers applied convenience sampling considering accessibility and proximity
of the respondents in the pandemic time. The data collected was analyzed using Creswell's method. The findings of the study revealed that
insertion is the most used type of code-mixing, followed by alternation and congruent lexicalization. The researchers identified several reasons
for code-mixing, such as talking about a particular topic, expressing emphasis, clarifying speech content for the listener, and expressing group
identity. Future studies should investigate code-mixing on a wider scope to provide a more in-depth analysis and to confirm the findings and
analysis of the present study.
Keywords: code-mixing, classroom setting, predominant types of code-mixing