Chapter II

Review of Literature
Conceptual Literature

World Englishes. The phrase "World English" (or "World Englishes") refers to the

numerous ways that the English language is used over the globe. Global English and

international English are other names for it. Presently, English is used in more than a

hundred nations. American English, Australian English, Babu English, Banglish, British

English, Canadian English, Caribbean English, Chicano English, Chinese English,

Denglish (Denglisch), Euro-English, Hinglish, Indian English, Ireland English, Japanese

English, New Zealand English, Nigerian English, Philippine English, Scottish English,

Singapore English, South African English, Spanglish, Taglish, Welsh English, West

African Pidgin English, and Zimbabwean English are among the varieties of World

English. (Nordquist, 2019)

Additionally, as English spreads across the globe, it changes and develops in

various ways to meet the needs of the users. Almost 20% of the world's population, or

1.35 billion people, are thought to speak English at this time. However, there are regional

variations in vocabulary, pronunciation, grammar, and accent in the English spoken

around the world. Worldwide Englishes ExamineSmarter UK.) Everywhere in the world,

English is spoken in a variety of ways. British English, which is spoken in the United
 Kingdom, is the oldest form of English. British English is spoken natively by about 60

million people. With 225 million native speakers, American English is the English subgroup

with the largest native speaker population. South African English, Australian English, New

Zealand English, Canadian English, and Indian English are among the other main English

dialects. World English is a classification of English that some linguists also acknowledge

(Grammarist ,2022).

Philippine English or Filipinism. The Philippine English language is said to be spoken in the

Philippines, a nation of more than 7,000 islands in South-East Asia, according to Oxford

University Press Encyclopedia.com (2019). Around 65% of Filipinos, or 35 million individuals,

were estimated to be literate in English according to the 1980 Census. Furthermore, skill levels

range from a few words and phrases, passive comprehension, to near-native mastery. The /r/

sound in Philippine English is an alveolar flap rather than an American English retroflex.It is

syllabletimed and follows the rhythm of the regional languages; as a result, unstressed syllables

are given full value, and the vowel sound SCHWA is typically realized as a full vowel. Elgible,

Establish, and Ceremony are three examples of polysyllables with different stress patterns.

Intonation is frequently described as "singing." Aiming for an AmE accent, educated Filipinos

vary in their success with the vowel contrasts between sheep and ship, full and fool, and boat and

bought. Most Filipinos use / as in AmE father instead of the /ae/ in AmE mask. There is no

distinction between the sounds /s, z/ and /, /: azure is pronounced "ayshure," pleasure "pleshure,"

seize "sees," and cars "karss." Interdental /, / are frequently pronounced as /t, d/, making three of

these sound like the phrase "tree of dese."

The colloquial English used in the Philippines is known as Philippine English or

Filipinism. It has been discovered that Filipino localisation or acculturation of the English
language, which produced new words, phrases, or terminology, is how Filipinism evolved.

Filipino localisation or acculturation of the English language led to the invention of words,

phrases, or terms that led to the development of filipinism (Jessa, 2017).

Furthermore, the linguistic elements of Philippine English today—such as its

phonological, grammatical, lexical, and discourse features—are used to characterize the

language's characteristics. The earliest official account of the phonetic characteristics of

Philippine English and several expressions in its grammar and vocabulary that he named

Filipinism is found in Teodozo Llamzon's monograph Standard Filipino English (e.g. Close the

light). According to Llamson (1969), the American and Filipino varieties differ in how vowel

sounds, stress, and syllables are produced.

The following distinctive phonological characteristics of Philippine English: absence of

vowel reduction rule and possible spelling pronunciation, absence of schwa sound, substitution

of voiced fricatives for voiceless fricatives, absence of aspiration of initial voiceless stops,

simplification of consonant clusters, and various stress patterns in individual words, among

others. (Orbe, 2016)

The majority of the population in the Philippines speaks English at least a little fluently,

making it one of the largest English-speaking countries in the world. With fourteen million

native speakers, English has always been one of the official languages of the Philippines. It is the

language of business and law, and it continues to be the primary method of instruction in

schools. (Cabigon 2015).

Philippine English follows American English because it is unquestionably the offspring

of its parent. But it also has a life of its own, much like a typical child of any parent. Philippine
English has developed into a distinct variety of English with its own self-contained structure.

Many Filipinos are familiar with and have used this method in a variety of linguistic contexts.

Since the post-independence era after 1946, according to Bolton (2008), Philippine English has

developed into a World Englishes variant with a distinctive accent, a specific vocabulary, and

even a body of creative work in English by Filipino authors. (Alieto, 2019)

Additionally, a research by Borlongan (2017) cited Gonzalez's (1991) claim that Filipinos

do not distinguish between the styles they employ across registers and, to put it simply, speak the

same way they write. English continues to be an essential component of local life and culture

despite being one of the Philippines' official languages according to the country's constitution.

Business, science, technology, governance, education, and worldwide communication are all

conducted in English. It is evident in the nation's thriving cultural and literary landscape as well

as print and broadcast media. A vibrant, globally dominant outsourcing economy and a quickly

expanding education sector that is drawing an increasing number of overseas students are both

driven by the English language ability of the Filipinos.

It must be incorporated into English as a Second Language (ESL) lessons, according to

survey surveys conducted in the Philippines (Alieto & Rillo, 2018; Bernardo & Madrunio, 2015;

Borlongan, 2009; Hernandez, 2020). Philippine English researchers advise combining this

variety with other types in the ELT classroom and on English Language examinations (e.g.,

Bernardo, 2017; Hernandez, 2020; Policarpio, 2021). But the field of language education doesn't

seem to be responding to the Applied Linguists' suggestion to incorporate Philippine English into

the English curriculum.

an edulect (i.e., dialect of the educated) which emanated from American English, developed into

a distinct one due to its new sociolinguistic environment. It is used in the Philippines by educated

speakers and writers when communicating [intra]nationally and internationally (Dimaculangan

& Gustilo, 2017). The definition is inspired by Gonzalez and Bautista‟s (1985) argument that the

best way to describe the varieties of Philippine English is to refer to them as edulects more than

acrolects, mesolects and basilects (International Journal of Advanced Research and Publications,

2018)

Beyond the American norm, the Philippine dialect of English has acquired unique

pronunciation, vocabulary, grammar, and discourse characteristics influenced by the local

languages and cultures of its Filipino speakers. It is obvious that the Filipinos have adopted and

made their own the language that was once entirely strange to them. It's also true that the

continued use of English in the Philippines raises a variety of extremely complex problems with

regard to questions of national and regional identity, educational policy, and linguistic politics.

But regardless of how these difficulties are handled, it is undeniable that the Filipino people,

with their rich indigenous heritage, colorful colonial history, and diversity of languages, have left

an irreparable stamp on English in the little more than a century that they have lived on their

islands. (Salazar, 2022)

There are regional dialects and peculiar use patterns in every part of the world where

English is spoken. These various English usages enrich the language, keep it alive, and help it

continue to develop. Who's to say that the way(s) we use English aren't (also) correct? While

Filipinos typically utilize American English conventions and rules as their frame of reference for

"right" English, this isn't always the case. Either an indigenization or a bastardization of a
language, depending on how you look at it, has occurred. It's not like we haven't been guilty of

doing the same to our own Filipino languages, either. Observe how journalists for broadcast

media have been equating pangyayari with the Tagalog word kaganapan (completion or

consummation) (event). Whether or whether any of our more peculiar Filipino English phrases

and use are (already) accepted as accurate can be left up to linguists and dictionary-makers. The

rest of us laypeople simply use them in daily life. (Ang, 2014)

In conclusion, Philippine English is a highly comprehensible and acceptable language

with a dynamically growing vocabulary and flexible and eclectic rules and conventions in

grammar, style, and usage. Due to these traits, Philippine English is constantly changing, gaining

from a multifaceted dissemination effort through literature, media, and education as well as the

predominance of "accented" Filipino agents in the business process outsourcing sector. (Orbe,

2016)

Code Switching. When two or more languages or linguistic variations are jumbled up in a

single discussion, code-switching, or language alternation, takes place. The combination of

Tagalog and English is called taglish. Given that English is one of the country's official

languages and Tagalog is the foundation of the second, it is not surprising that this method of

communication developed in the Philippines. Although it has extended to groups of Filipinos

living abroad, Taglish is mostly spoken in the Metro Manila region. Filipinos who are

multilingual find it quite natural, and other Filipinos often have no trouble understanding it. As

with any dialect or slang, some people adore Taglish, while others find it difficult to

comprehend, and still others abhor it. It is not standardized because Taglish is just a code-

switching urban dialect. It becomes incredibly challenging—almost impossible—to explain how

it really operates as a result. Because it is informal, older people and teachers dislike it, but for
young people, this is a typical type of communication that they use every day. You can see from

the sentences given below that there is no required percentage of vocabulary from each language

to be used; as long as it sounds natural, you're on the right track.

Code switching, a linguistic term for using two or more languages in a single sentence, is a

common occurrence, and the Philippines is not the only country with a diverse media landscape

that includes both of its official languages, Filipino and English, as well as a number of other

regional tongues. However, the Philippines stands out among Asian nations for its acceptance of

code swapping within individual news reports. Code switching is a feature of all major Metro

Manila daily newspapers, but it is less common in broadsheets and commercial trade

publications. Each of the top nine newspapers in the nation uses code swapping, albeit to various

degrees. Typically, this can be divided into "traditional" and "new media" categories. The most

widely read broadsheet in the nation, The Philippine Daily Inquirer, utilizes code switching

rarely and typically just for words that are difficult to translate into English. However, code

swapping is a common practice in new media and tabloids, including People's Journal, across all

angles of coverage.

The phrase "Code Switching" was coined by sociolinguist Einar Haugen in 1954, however the

practice has been around since the early 20th century. (www.yesmagazine.org). The Black

community had to develop its own customs, cultures, and languages after being transported to

modern-day North America via the Transatlantic slave trade. The development of such

identification was accompanied by a feeling of cultural exclusion. Across all Black community

demographics, code-switching became a form of integration or a means of survival for many.

There is still a linear association between general success and using standard English. The

BASL, or Black American Sign Language, follows a similar course of events. The different
dialects of ASL started to evolve and flourish apart from one another due to the differing

educational levels attained by White and Black Deaf children, prompting the need for code-

switching for non-hearing members of the Black community as well. (Ramirez, 2022)

It is definitely an amazing ability to be able to express our thoughts, feelings, and opinions to

others. Our use of language not only expresses who we are, but it also has the power to shape our

sense of self and identity. It works both ways; cultural factors affect how we understand who we

are and where we come from as well as how they are reflected in our language. (The social

aspect of language is studied by sociolinguistics, a subdivision of linguistics which studies social

factors.) When a speaker switches between two or more languages (or dialects or variants of

language) during a discussion, this is known as code switching. The following examples show

this phenomena in action. In multilingual populations, code switching predominates. Language

code-switchers or language mashups are a common communication technique among

multilingual speakers. Many linguists have emphasized that switching between languages is a

communicative option open to a bilingual member of a speech community, just as switching

between styles or dialects is an option for the monolingual speaker, as Aranoff and Miller

(2003:523) suggest. By combining several vernaculars or dialects within one language, someone

might code swap. For instance, you can switch mid-sentence to baby jargon or mash up

academic and street language. Code switching is not a linguistic interference because it enhances

speech, according to Skiba (1997). Code switching, when employed owing to a lack of verbal

expressiveness, maintains speech flow rather than causing linguistic disruption. Code swapping

could hinder rather than help communication. Code switching, for instance, can be considered

linguistic interference in a classroom setting where it might hinder learning. In some other

contexts, code switching would disadvantage those who are not bilingual because they would be
unable to understand it, even though students may view it as an acceptable form of

communication in society and may feel comfortable doing so in casual conversation. Therefore,

depending on the circumstance and the context, code switching can be both advantageous and a

potential language interference. (ESEN, 2022)

There are two ways to define code swapping. The precise linguistic action of alternating or

merging two or more languages is described in the first term. Code-switching involves

employing words and phrases from many languages interchangeably depending on the context,

unlike loanwords, which become permanent words in a language. Linguistic code-switching is

frequently practiced in bilingual and multilingual cultures for a variety of reasons, including the

desire to fit in, habit, or the need to express ideas and concepts that would be simpler to explain

in a particular language. Of course, speakers cannot simply insert any words they like without

regard to grammar. To a third party, code-switching could appear unimportant and simple. To

make code-switching intelligible and natural, several underlying, unconscious elements must be

taken into account. The second definition of code-switching is sociolinguistic in nature, and it is

significantly more comprehensive. The use of various dialects, accents, linguistic fusions, and

mannerisms within social groupings in order to project a certain identity is referred to as "code-

switching" under this heading. According to this concept, everyone uses code-switching since

they alter their language use depending on a variety of factors, including who they are speaking

to, what they are discussing, where they are, and more. Social groupings, particularly those based

on age, class, region, upbringing, and ethnicity, engage in this form of code-switching. We code-

switch to identify with a certain social group—and most of the time, we don't even realize we're

doing it. All of these traits play significant roles in how and when people code-switch. Subtle

code-switching occurs more frequently than just when bilingual speakers are present. Think
about your language when around your coworkers. Most likely, you unconsciously become

measured and professional in your communication. When you're around friends, though, your

speech changes into a more informal style because you feel more at ease in this social situation

or cultural context. (United Language Group, 2023)

The practice of switching between two languages, two dialects, or two registers of the same

language at once is known as code switching (often abbreviated as CS). Code flipping happens

much more frequently in speech than in writing. Style-shifting and code-mixing are other names

for it. Linguists study it to understand when people do it, such as when bilingual speakers switch

from one to the other, and sociologists study it to understand why people do it, such as how it

relates to their membership in a group or the context of the conversation. (casual, professional,

etc.) (Nordquist, 2019)

"Code switching serves a variety of purposes." (Zentella, 1985). First, individuals may utilize

code-switching to conceal their lack of fluency or memory in the second language. (but this

accounts for about only 10 percent of code switches). Second, code-switching is a technique for

indicating the transition from informal (using native languages) to formal contexts. (using the

second language). Third, swapping codes is a method of control, particularly between parents

and kids. Fourth, in certain circumstances, code-switching is utilized to align speakers with other

people. (e.g., defining oneself as a member of an ethnic group). According to Johnson (2000, p.

184), code-switching "functions to announce specific identities, create certain meanings, and

facilitate particular interpersonal relationships." (William B. Gudykunst, Bridging Differences:

Effective Intergroup Communication, 4th ed. Sage, 2004).

and other sociologists were curious about the factors that led bilingual people to alternate

between their native language and the language used by the majority. Nevertheless, code-

switching was rapidly detected even in groups of people who only spoke one language. The

phrase eventually came to refer to a variety of actions beyond multilingualism. This could entail

altering our demeanor, our tone of voice, or our language, transitioning between formal English

and a more casual vernacular. We all strive to blend in and make tiny adjustments to make

ourselves more "acceptable" to the groups we are with. This adaptability is referred to as our

contextual identity, and it is the foundation of the human experience. We run into problems

nevertheless when our contextual identities diverge from our true, absolute selves. In certain

circumstances, we are compelled to hide rather than choose to adapt. This is why code-switching

may have such a negative impact on people of color. If our culture is not the prevailing one, we

may feel that our "natural" selves are unpleasant, unprofessional, unappealing, and unwelcome.

(Campbell, 2022)

The process of switching linguistic codes (a language or dialect) according to the social situation

or conversational situation. The ways in which code-switching, particularly by members of

minority ethnic groups, is utilized to create and uphold a sense of identity and a sense of

belonging to a broader community is of interest to sociolinguists, social psychologists, and

identity researchers. In the United States, code-switching was initially researched as the

mechanism by which natural Spanish speakers switched from Spanish to English and vice versa

in the context of second-language acquisition. More broadly, sociolinguists like John J. Gumperz

were curious about the factors that led members of a speech community to switch between their

native language and the language used by the majority of the population. (Morrison, 2023)
A sociolinguistic phrase, "code switching," describes the process of adapting one's

communication style to the sociopolitical/cultural environment of the conversation. The phrase is

frequently used to explain how bilingual individuals use language, but it can also refer to the

changes a speaker must make when switching between various social contexts. Body language,

dress, and mood are all nonverbal aspects of communication that can vary when a code is

switched. Learning to interact in accordance with the cultural norms of the context is a

requirement for code flipping. A required skill is code sharing. (Kikanza Nuri-Robins & Lewis

Bundy 2016)

Borrowing. The actual language of communication is already established as English. Many

words have been incorporated into the English language. It has the most vocabulary, which

makes it difficult for learners to comprehend its meaning, structure, syntax, and pronunciation.

The meaning of the loan words was influenced and changed, including their phonetic appearance

as well as their semantic, structural, and more or less morphological meaning. When there is no

suitable word in the target language, borrowing is typically done to provide a word from the

source language's vocabulary. The vocabulary of the English language is still being enriched by

loanwords from other languages. In actuality, the English language has developed into a

universal tongue for cross-border communication. With the advancement of civilization and of

science and technology, politics, culture, education, and economics, it is a language that is

recognized and understood by people all over the world.

A loanword is a word that has been taken from another language and not translated into the one

being used. It also has a unique connotation that is typically absent from the vocabulary of the

target language. Loanwords occasionally take on slightly different spellings or pronunciations in

the target language, although most of the time they remain the same. Loanwords eventually
ingrain themselves into the language to the point where even native speakers are unable to

identify their origins. Loanwords facilitate language acquisition because you probably already

know some of the words based on your prior language proficiency. When two cultures interact,

words are frequently borrowed from one another. For instance, immigration, trade, fashion, art,

or food could be the cause.

Language serves as a primary form of communication. It is a characteristic of all people. We use

it to convey our thoughts, feelings, and messages. These phenomena must be able to be

expressed in a language. But occasionally a language lacks the vocabulary required to fully

express all of its experiences. When this happens, it must borrow phrases and words from other

tongues that come into touch with it. These lent objects aid in enhancing, broadening, and

developing the language.

Loanwords are words that speakers of one language borrow from speakers of another language.

(the source language). A borrowing is another name for a loanword. The process through which

speakers incorporate words into their native tongue from a source language is referred to as

abstract noun borrowing. Naturally, the terms "loan" and "borrowing" are metaphors as there is

no actual lending procedure. No words are "transferred" from one language to another or

"returned" to the original tongue. Simply put, the words start to be used by a speech community

that does not speak the language in which they were first used.

The result of cultural contact between two language populations is borrowing. The borrowing of

words between the two in contact languages is possible in both ways, although there is frequently

an asymmetry, with more terms moving from one side to the other. The source language
community in this instance has some edge in terms of strength, notoriety, and/or income that

makes the things and concepts it contributes desirable and helpful to the borrowing language

community. For instance, the Germanic tribes acquired many loanwords from Latin in the first

several centuries AD when they acquired new goods through trade with the Romans. On the

other hand, few Germanic words made it into Latin.

The actual borrowing procedure is intricate and involves numerous usage occurrences. (i.e.

instances of use of the new word). Typically, some people who speak the borrowed language

also understand the original language, or at least enough to use the appropriate word. When

speaking the borrowed language, individuals (often intentionally) use the new word since it most

closely matches the concept they are attempting to convey. They may speak the words the same

as or similarly to how they are pronounced in the source language if they are bilingual in the

source language, as is frequently the case. For instance, English people borrowed the word

garage from French, initially pronouncing it more like French than is typically done today. The

first English speakers who used the word probably knew at least a little bit of French and had

heard it spoken in a French-speaking setting.

Those who use a new word for the first time might initially exclusively use it with speakers of

the original language who are already familiar with it, but eventually they start using it with

those who are unfamiliar with it. These speakers could find the word to be "foreign." The word

can be described as a foreign word at this point because the majority of speakers do not

recognize it and may assume it is a word from a different language if they hear it. Many foreign
terms and expressions are employed in English, including Fahrvergnuegen, mutatis mutandis,

and bien vivant (French). (German).

A novel foreign term or expression can, nevertheless, gradually gain recognition among more

speakers. The user base of this word can expand to the point where even those with little to no

knowledge of the original tongue can comprehend and even use the novel word. The new word is

"conventionalized," or integrated into the idioms of the borrowed language. We refer to it as a

borrowing or loanword at this stage.

Contrarily, borrowing entails utilizing one primary language while incorporating words or

concepts from another. When a youngster borrows, they speak one language and change the

terminology to fit their primary language.This is usually done when a multilingual speaker

cannot find the precise term in the current language to convey the idea he or she wishes to

convey.When discussing technological concepts that originated in English, for instance, a skilled

French speaker is likely to substitute English phrases for their French equivalents. For instance,

the phrase "Avez-vous un point d'accès Internet" simply adapts the English phrase "an Internet

access point" to fit the French language. Instead of swapping codes, this is borrowing. The

speaker is merely using English terminology for the purpose of efficiency rather than actually

thinking in the language. Even those who are not bilingual do this frequently. When referring to

"the system by which I arrange my ingredients and tools," an English-speaking chef might feel

more at ease using the term "mise en place," and many gourmands use the Japanese adverb

"umami" without clarifying that it refers to "a hearty-salty savory flavor."

is choosing the best term for the circumstance actually demonstrates high linguistic ability.

Simply said, a word may occasionally originate from a second language.(2017)

The process by which a word from one language is modified for use in another is known as

borrowing in linguistics (also known as lexical borrowing). Borrowing, borrowed word, or

loanword are all terms used to describe the word in question. David Crystal has called the

English language a "insatiable borrower." The modern vocabulary of English has derived from

more than 120 other languages. The primary source of borrowings for many other languages,

modern English is also a significant donor language. "Becoming" is an Old English word.

(Nordquist, 2019)

Any language may, in the right situations, borrow words from other languages, usually

incorporating the unusual words or translating them into their own equivalents. Some languages

borrow more than others, while some languages borrow more from certain sources. Significantly

from Italian, Spanish, German, Danish, and Dutch, as well as to differing degrees from every

other language it has come into touch with, English has borrowed heavily from FRENCH,

LATIN, and GREEK. The 13,683 new English terms in the Cannon corpus demonstrate that this

process continuing uninterrupted, and the 1,029 transfers documented in the corpus entered

English from 84 languages between 1987 and 1989 as follows: Greek 6%, German 5.5%, Latin

6.1%, Italian 6.3%, Spanish and Japanese each contributed 8%, French 25%, and 77 different

languages each contributed 1-39 pieces. Only the Japanese component here deviates from the

typical pattern, which favors European languages.

where the blending of material from many languages is more or less normal. (2) The dominance

of one language over another (for reasons related to culture, economy, politics, religion, or other

factors), causing information to "flow down" from the "higher" languages into the "lower"

vernaculars. (3) A sense of necessity, with speakers of one language using content from another

for things like technology and education. (4) The prestige attached to utilizing words from a

different tongue. (5) A combination of a few or all of them. People may employ an unusual

expression because they believe it to be the most appropriate, the only (and language-specific)

term imaginable, or the most impressive term. Because French was the language of political and

social power and the conduit via which mainland European culture reached Britain in the Middle

Ages, a large portion of French terminology made its way into English. Latin being the European

language of religion, education, and study, hence a large portion of Latin terminology made its

way into English throughout the Renaissance (directly or through French). Even while a

language of such prestige may offer revered materials from the past, there was no impetus to

expand the resources of vernaculars like English, which were comparatively unimportant. Due to

the fact that both English and Latin were imperial languages in the late 20th century, English

occasionally acts as a form of Latin. Because of this, the existing multilingual scientific and

technical vocabulary of English has been widely incorporated into the Malay language as part of

the Malaysian government's educational program based on Malay (designed to unite the nation's

ethnic groupings).(2016)

Some languages experience less word borrowing than others because of their cultural

dispositions. However, there is very little leeway, and usually speaking, words are exchanged

when languages come together, just as there is cultural sharing among the people, and just as
individuals seek to get to know others from diverse cultural backgrounds and even get married

across cultures. This extends beyond only reading or travel. Australia is used as an illustration.

There, it became abundantly evident that a family tree of how all these languages evolved may

never be drawn. There is evidence from archeology, genetics, and common sense that suggests a

small group of people may have traveled from Southeast Asia to Australia, possibly by jumping

over New Guinea, and then expanded from there. It might be assumed that those individuals

spoke one of the 260–300 languages that were thriving in Australia prior to the arrival of white

people. (John McWhorter, Ph.D., 2020)

Lexical borrowing is the process of using a word from one language to substitute an

unpronounceable word in another. While lexical borrowing occurs at the level of the individual

words, code switching occurs at the level of the phrase.Lack of memory does not always lead to

borrowing. Some terms do not translate into other languages, which is another reason for lexical

borrowing. As a result, the speaker must borrow. For instance, there are several languages

without words for computers or the internet. In speaking, these words are therefore borrowed.

Many times, people are completely unaware of code-switching or even borrowing. Nevertheless,

people who are aware of it typically view it negatively. Code swapping is frequently criticized

for the way it obliterates both languages. But to successfully code-switch or borrow lexically,

one must have a special command of both languages.

Spoken Discourse of learners in terms of home setting. The majority of the time, speaking is

unpredictable, fluid, and shifting. The way one speaks and behaves greatly depends on the

context, the people involved, their goals, and their familiarity with and understanding of one

another . The child enjoys telling someone who would listen about how they feel when they have

anything to say. Every time the youngster speaks, a message is created that must have some sort
of purpose. In order for interaction to occur during the communication process, it is expected that

the youngster understands what is being discussed. (Centre for Applied Linguistics, 2016).

According to recent research from Russia (Morozova, 2013), the common difficulties that

Russian pupils have learning to speak can be categorized into four categories: 1) Because they

are fearful of making mistakes and receiving criticism from professors and others, students feel

embarrassed to speak English. 2) Group projects that encourage pupils to speak their native

tongue. 3) Even in their mother tongue, students lack knowledge of the topics being discussed. 4)

Students appear to lack the linguistic proficiency needed to complete the tasks they have been

given.

Any nation's educational policy has always found it difficult to choose and suggest the

proper language or languages that should be used in instruction (Ball, 2011). The language used

to teach the fundamentals of the educational system, whether inside or outside of classrooms, is

referred to as the language of instruction. Some nations choose to have just one official language,

which puts native language speakers at a significant disadvantage in the educational system

because they must acquire a foreign language. However, other countries have chosen to

implement educational programs that prioritize teaching in national or indigenous languages

(UNESCO MotherTongue Based Bilingual Multi-Lingual Education, 2016). A key right asserted

by Indigenous Peoples in the era of political evolution and global upheaval was the freedom to

use their own language.

Gonzales (2016) came to the conclusion that Filipinos typically have a strong command

of formal or classroom English. Gonzales came to the conclusion that the formal and informal

written discourses hardly differ from one another. In informal discourses, code-switching to the
vernacular is typically common, and loan words, nicknames, and contractions are frequently

used.

Spoken Discourse of learners in terms of classroom setting. Given that people have more

opportunities to interact and connect with people around the world, the phenomena of English

borrowing seems unavoidable in the modern era (Mcwhorter, 2020). Words are borrowed and

loaned as a result of cultural exchange between two groups who speak different languages.

English speakers use a word from another language to effectively communicate and describe

things.

In addition, Filipino has a propensity to change the meaning of English terms by

borrowing them. According to linguists like Fromkin and Rodman (2010), the process by which

one language or dialect adopts and incorporates some linguistic aspects from another is known as

borrowing words. Similarly, Gal (2009) defines borrowings or loan words as the introduction of

single words or brief idiomatic phrases into another language. The aforementioned remark

acknowledges how the English language evolves as a result of the invention of new terms,

showing how Filipino students have adopted spoken English language forms and created new

words to improve communication.

According to Hudson (2007), the term "borrowed word" refers to the adoption into one language

of a linguistic trait that was previously employed in another. According to Haugen (2008),

borrowing occurs when a phrase from one language is adopted into another when a term for the

new object or concept is lacking. When a term has spread from one language to another and is

now used even by monolinguals, Grosjean (2009) refers to this as "language borrowing." He
differentiates this from situations in which bilinguals spontaneously borrow items and modify

their morphology, which he refers to as "speech borrowing."

If appropriate terminology are not accessible in Filipino, foreign languages may be

utilized, according to EYD (2011). The creation of new terminology can occur through

translation, absorption, or a combination of both. Filipino language learners frequently combine

English with their native speech. Matila (2009) conducted a study on pupils' preferred languages.

The following are the main causes of code switching: (1) More freedom in self-expression; (2)

loss of words (such as issues with translation or a lack of the appropriate words); (3) the

influence of those around one; (4) a natural habit; (5) exposure to two languages; (6) fluency in

speaking both languages; and (7) an increase in comfort for the speakers.

Related Literature

English is still the most widely spoken language in the world, although new culturally

and contextually specific "Englishes" are emerging. Language instructors in the educational

setting need to be aware of the current shifts in English instruction based on the various settings

of their pupils. This study investigated the attitudes of junior high school instructors regarding

"World Englishes" (WE). the perceptions and attitudes of two groups of ESL teachers and

students in the United States regarding World Englishes (WE) pronunciations before and after

watching a video on WE accents were examined in the study Teacher and Student Perceptions of

World Englishes (WE) Pronunciations in two US Settings by Arrieta (2017). Online survey data

was collected, and both quantitative and qualitative methodologies were used to examine it. The

descriptive quasi-experimental methodology utilized in the study was based on information

acquired from ESL instructors and students over the course of a month via online questionnaires
(Appendices 1, 2). A minimum of 10 teachers and 20 students were needed for the study at each

of the two American locations where ESL classes are offered: a school in the Midwest (MW) and

a school in the Northwest (NW). The findings support Brown's (1993) observation that

instructors' perceptions altered little to none after being briefly exposed to WE stimuli. The

results demonstrate that the perceptions of the study's teachers ranged from slightly negatively to

moderately positively, both before and after the movie.

Investigating students' knowledge of different varieties of English that are referred to be

Philippine English due to neologisms is important. The goal of Astrero (2017) is to describe the

sociodemographic profile of the respondents. It focuses on the students' knowledge and

comprehension of particular terms that are neologisms in the vocabulary of Philippine English.

Using quantitative information from a survey questionnaire and fifty-five students who were

born in the early 2000s as respondents from the national high school in the City of San Jose,

Nueva Ecija, it also seeks to ascertain respondents' opinions regarding the formality of the usage

of Philippine English. Results showed that all respondents (100%) were familiar with both new

and ancient terms in Philippine English. It's interesting to note that millennials comprehend the

vocabulary and the terms under study's subsequent evolution. New terms have also been created

and are currently in use. Filipino English is thought to have an informal vocabulary.

In the 2019 study by Esquivel, "Exploring the Filipinization of the English Language in a

Digital Age: An Identity Apart from Other World Englishes," the researchers looked at lexical

and grammatical aspects as well as graphology, syntax, and lexical semantics. Purposive

sampling was used as part of the descriptive quantitative-qualitative research strategy for the

study. In order to emphasize the unique characteristics of Philippine English native speakers, this

study provides the analysis of 60 personally chosen tweets from Twitter. At Central State
University in the Philippines, this research was conducted. Tables and textual analysis of the

results indicated the most to least dominant language components, highlighting the salient

lexical, grammatical, and linguistic aspects. Graphology, syntax, and lexical semantics were used

as the foundations for the debate in order to identify the characteristics of Philippine English as a

dialect of International English.

Recent studies in learner corpus research and second language testing have expanded

understanding of the linguistic characteristics of different score levels and the significance of a

test score (Cushing, 2017; Knoch & Chapelle, 2018). However, for the goal of validating test

results, linguistic elements that are pertinent to the test construct must be chosen, according to

language testing academics (Egbert, 2017; Xi, 2017). In order to uncover patterns of language

use at various score levels, Susie (2019) will investigate specific grammatical features and

overall linguistic accuracy of second language English texts. She will also look at how well

rating rubric descriptors reflect characteristics of examinee texts and differentiate between score

levels in order to find evidence for test validity. The researches on English Profile (English

Profile, 2015; L2 writing study has also documented these) were used to choose 14 grammatical

traits (Hawkins & Filipovi, 2012). A corpus-based study at Michigan State University was used

to compile the data, which comprised of 560 writings on three different themes produced at five

different performance levels. The results of this study emphasize the necessity for empirical

research into the competence descriptors used by experts to define learner language (e.g.,

Council of Europe, 2001, 2018) and the reliability with which the components used in rubric

descriptors testify to test performance data.

Even though research on World Englishes (WEs) has been recorded in Applied

Linguistics and English Language Education, WEs awareness is a field that has not received
enough attention (Ahn, 2014, 2015). Hernandez (2020) looked at how knowledgeable Filipino

graduate students were of Philippine English (PhEcharacteristics, )'s usage, and definitions. The

research found that 95 graduate students from a top teacher education institution (TEI) showed

modest knowledge of PhE based on responses to a five-point Likert scale descriptive survey. 95

graduate students from a Teacher Education Institution [TEI] at the University of the Philippines

Los Baos who were enrolled in doctoral, master's, and reading, linguistics, and English language

education programs served as the research's respondents. The study used a descriptive survey

approach. According to the survey, they had a reasonable level of knowledge of PhE and might

be taken to be reasonably informed about it. This conclusion does not imply that they had

complete understanding of PhE. The report thus suggests that PhE be "legitimately" promoted

across the Philippine educational system. Only with the Department of Education's and

Commission on Higher Education's permission can it be promoted. The research makes its

conclusions.

All human interactions are built on language since it is the main tool for communication.

It displays how variety, social interest, and culture encourage individuals to understand one

another. In order to ascertain the impacts of the deployment of Communicative Language

Teaching Strategies in the Speaking Competence, Ogayon et al. (2020) conducted a research

named Communicative Language Teaching: Its Effect on the Speaking Competence of Grade 11

Learners. The study utilized four sections of Grade 11 students from Hondagua National High

School (n=40 in both the experimental and control groups) using a Solomon four-groups design

with control and experimental groups. A custom test paper was used, and one-way ANOVA and

the ztest for dependent and independent populations were statistical techniques. The results of
the research showed that the experimental groups performed Very Satisfactorily, whereas the

performance of the four groups in the post-test varied greatly.

The popularity of studies on the value of awareness in the process of second language

learning has been fueled by the noticing. Before internalizing the underlying rule, each learner

will perceive one meaning of the information, and being aware of this is a crucial component of

good learning. The goal of the research on TESL students' understanding of the noticing

approach in English language learning was to ascertain how well-versed these students were in

this technique. This research uses noticing procedures to evaluate students' understanding of key

grammatical components. Additionally, this research sought to pinpoint methods for triggering

notice in learners of the English language. Through an online survey, this quantitative study was

conducted on 63 students enrolled in Selangor, Malaysia's Bachelor of Education (HONS)

Teaching English As A Second Language (TESL) With Multimedia program. The demographic

profile, students' understanding of key grammatical features utilizing noticing procedures, and

tactics in motivating noticing in English language learning were the three portions of a valid and

reliable questionnaire with 46 items each. Social Science Software Version (SPSS) 26 software

was used to analyze the collected data sets. The results of the research demonstrated that TESL

students could generally understand fundamental grammar. Additionally, prompting noticing

skills can assist students comprehend the linguistic input and cultivate awareness to prevent

making mistakes while learning English (Izani,2021).

The majority of the people in the Philippines speaks English at least a little well, making

it one of the biggest English-speaking countries in the world. With fourteen million native

speakers, English has long been one of the official languages of the Philippines. It is the

language of business and law, and it continues to be the primary method of instruction in schools
(Cabigon 2015). Pamin et al(2021) .'s goal was to ascertain how elements of Filipinism, such as

code switching and borrowing, impact spoken discourse in both the home and the school.

Pearson - r and a questionnaire were employed in the investigation. The respondents for the

study were forty-four (44) carefully chosen students in grade 9 at Los Banos National High

School-Batong Malaki. The mean effect of Filipinism on borrowing is 3.74, while the influence

on code switching is 3.80, both of which are considered substantial. The respondents' spoken

discourse in a home environment is 3.66 while it is 3.92 in a school setting, both of which are

High.

English is still used extensively around the globe as a lingua franca for a variety of

purposes. It is becoming more widely used as a spoken and written communication medium. The

goal of the study My Post, My English: Pinoys' Use of Filipinisms on Social Media by Cadiao et

al (2022) was to highlight the unique characteristics of Philippine English that millennials

frequently use. The research looked at the emerging linguistic aberrations in terms of noun, verb,

and adjective. This corpus-based study analyzes the social media use of 60 deidentified

millennial Pinoys in the Philippines. According to this study, Filipinos have strangely refrained

from using American English while nevertheless using it for their "own" objectives. Philippine

English distinguishes itself from other world dialects.

Synthesis

The present study differs from the study of Arrieta in terms of focus since the current

study aims to determine the level of influence of Filipinism to the spoken discourse and English

language acquisition of the chosen respondents while the past study focuses and investigated the

perceptions and attitudes of two groups each of ESL teachers and Students regarding the word
Englishes pronunciations, before and after watching a video on WE accents. On the other hand,

the present study is conducted locally in the Philippines thus the later study was conducted in the

United States. Moreover the study of Arrieta used descriptive quasi experimental which makes it

different from the present study which utilizes mixed method design specifically the sequential

explanatory mixed method. Yet, both studies incorporate quantitative and qualitative methods in

order to complete the study.

The study of Astrero is different from the present study since it aims to characterise the

respondents’ sociodemographic profile It focuses on the students’ awareness and understanding

of specific words which are products of neologism in the lexicon of Philippine English and

further aims to determine respondents’ view on the formality of the usage of Philippine English

while the present study aims to determine the influence and extent of Filipinism to the spoken

discourse and English language acquisition of the students. In addition, the past study utilized a

quantitative data from survey questionnaire and used fifty-five students born in the early 2000 as

the respondents of the national high school in the City of San Jose, Nueva Ecija similar to the

present study that will also utilize a quantitative data from survey questionnaire that will also

takes place in the Philippines particularly in Batangas.

In the study Exploring the Filipinization of the English Language in a Digital Age: An

Identity Apart from Other World Englishes by Esquivel, vary from the present study because

they sought to examined for lexical and grammatical features, alongside with the following

linguistic features: graphology, syntax, and lexical semantics and the present study will assess

the level of influence of Filipinism to the spoken discourse and English language acquisition of

the respondents. The present study similar to the past study, also analyze the level of influence of

the respondents’ language acquisition in terms of grammatical and lexical features. The study of
Esquivel is related on the present study in terms of research design since both of the studies

utilize descriptive quantitative- qualitative research design with the used of purposive sampling

technique. The past study was employed at Central State University, the Philippines similar to

the present study that will employ at Batangas State University Rosario Campus, Philippines.

The study of Susie differs from the present study because it aims to investigate specific

grammatical features and overall linguistic accuracy of second language English texts to reveal

patterns of language use at different score levels, and examine how well rating rubric descriptors

reflect characteristics of examinee texts and differentiate between score levels to find evidence

for test validity. However, the current study aims to determine the influence and extent of

Filipinism to the spoken discourse and English language acquisition of the students. The present

and the past study also differs at locality, the past study was made at Michigan State University,

United States and the present study will conduct the study at Batangas State University - Rosario

Campus, Philippines. The researchers of the present study will be using mixed-method approach

specifically the exploratory sequential mixed-method design unlike the past study that used

corpus – based analysis.

The study Incidental learning of a grammatical feature from reading by Japanese learners

of English as a foreign language by Natsuki Aka, centers on the effects of incidental learning of

one specific grammatical feature through reading unlike the present study that aims to determine

the influence and extent of Filipinism to the spoken discourse and English language acquisition

of the respondents. Furthermore, the current and present study do have different methods, the

current study used an experimental research design while the present study will use exploratory

sequential mixed-method design. The studies are from different countries, the past study from
Japan and the present study will be employed at Batangas State University – Rosario Campus,

Philippines.

The study of Hernandez and the present study have different objectives, the past study

investigated Filipino graduate students’ awareness towards Philippine English (PhE) in terms of

its meanings, features, and uses unlike with the present study that aims to assess the level of

influence of Filipinism to the spoken discourse and English language acquisition of the

respondents. The study of Hernandez and the present study is somewhat related in methods.

Since, the past study used a descriptive survey through a five-point Likert scale questionnaire

while the present study will also utilize survey questionnaire but with structured interview to

gather information from the respondents. Both of the studies are from the Philippines.

The present and the past study do have similarities in assessing the respondents spoken

discourse. The study by Ogayon et.,al aimed to determine the effects of the utilization of

Communicative Language Teaching Strategies in the Speaking Competence. The present study

aims to assess the level of influence of Filipinism to the spoken discourse and English language

acquisition of the respondents. The studies are both from the Philippines, the present will be

employed at Batangas State University while the past study was employed at Hondagua National

High School, Quezon Province. The present and the past study are not alike in methods. The

present study will use a mixed-method approach while the past study employed true

experimental research design involving the Solomon Four-Groups Design using Control and

experimental group that used four sections of Grade 11 learners (n=40 both experimental and

control groups).
 The study of Izani, is somewhat related to the present study since it aims to determine the

influence and extent of Filipinism to the spoken discourse and English language acquisition of

the students while the past study aims to measure students' awareness of essential grammar

elements by using noticing strategies and identify strategies in eliciting noticing in English

language acquisition. The past study and the present study do have similarities in research

design. Since the past study carried out a quantitative research on 63 students of Bachelor of

Education (HONS) Teaching English As A Second Language (TESL) With Multimedia through

an online survey while the present study will utilize also a quantitative and qualitative or also

known as exploratory sequential mixed-method design with 298 students as the respondents. The

present and the study of Izani differs in localization, since the present study will be employed at

Batangas State University – Rosario Campus, Philippines while the study of Izani was made at

Selangor, Malaysia.

The present study is related to the study of Pamin et., al since both of the two studies

aims to determine the influence and extent of Filipinism to the spoken discourse of the

respondents. However, the study of Pamin et., al (2021) aimed to determine only the influence of

Filipinism and how these influences affect the spoken discourse at home setting and classroom

setting while the present study aims to assess the level of influence and extent of Filipinism not

only to the spoken discourse but also to the English language acquisition of the respondents.

Both of the studies used questionnaire and Pearson – r. The past study used forty-four (44)

selected grade 9 students while the present study will use 298 college students as the

respondents. The past and the present study are from the same country, which is the Philippines.
 The study by Cadiao et., al with the purpose of highlighting the distinctive features of

Philippine English commonly used by millennial utilized a corpus-based research reports the

analysis of 60 deidentified Pinoys’, millennial social media users in the Philippines. On the other

hand, the present study will assess the level of influence of Filipinism to the spoken discourse

and English language acquisition of the respondents with an exploratory sequential mixed-

method design with the help of 298 college students as the respondents at Batangas State

University – Rosario Campus. Both of the studies are from the Philippines.

The study by Cadiao et., al is different from the present study , specifically in the

objectives. The past study purpose is to of highlight the distinctive features of Philippine English

commonly used by millennial. On the other hand, the present study will assess the level of

influence of Filipinism to the spoken discourse and English language acquisition of the

respondents. The past and the present study do have different research methods, the past study

utilized a corpus-based research reports the analysis of 60 deidentified Pinoys’, millennial social

media users in the Philippines unlike the present study that will use an exploratory sequential

mixed-method design with the help of 298 college students as the respondents. Both of the

studies are from the Philippines.