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2. Addressee Specification
It serves to direct message to several possible addresses or specific person. Speaker is trying to speak to the addressee as look as if they were there with herhim.
Share hisher idea with addressee. Marasigan 1983: 76 gives example 15 as quoted in example 2;
2 C: Hindi ko rin papayagan yan neither will I let him go. Hindi naman nag-aaral eh
He does not study his lessons. No I’m not allowing you to go out Kahit saan ka pumunta even if you seek the help of other people in
school. A teacher heard that one of her pupils was asking permission from one of her
co-teachers to leave the room to be able to practice football for the coming intramurals. The speaker used Pilipino when she told her co – teacher that she would not let her
pupil leave the classroom during her teaching period by the sentence “No I’m not allowing you to go out” It means that she switched to English when she actually told
the boy that he could not go. Later, she switched back to Pilipino to murmur a threat “Kahit saan ka pumunta” which is translated into “even if you seek the help of other
people in school”. In addition, Marasigan who also analyze the written code switching finds that
the subject, a gossip columnist used some English word for general reader and mix – mix for particular reader.
3. Repetition
This is to repeat a message in the other code, either literally or in somewhat modified form. Repetition clarifies what is said, amplify or emphasize a message or
mark a joke. Gumperz calls as reiteration and Marasigan 1983: 79 describes it as example 18 as quoted in example 3;
14 3 A felt uncomfortable in the car because of the position of B’s legs.
A : Ate Christy, you stretch your legs B : Ano what?
C: Darling, magtagalog ka Darling, speak Tagalog. Ate Christy does not understand English.
A : Ah Ate Christy, i-stretch mo ang legs mo. C : laughing Sabi ko I said, “You speak in Tagalog”. Tagalog ba yan Is
that Tagalog? A: Oo, sabi ko naman i-stretch nya ang legs nya, ah Yes, I told her to
stretch her legs. A and C practically quoted themselves, which could be repetition and quotation
but Marasigan considered it as repetition than quotation because the span of time between the original and the repeated message was very short. C repeats what she says
to A in English “You speak in Tagalog?” with Pilipino “Tagalog ba yan”which means “Is that Tagalog?” Her intention is making her message more to be heard rather than to
be understood as she assumes B could understand English.
4. Interjection
It marks an interjection, sentence filler, express strong feelings or emotions. She finds that subjects switched to Pilipino when they could not express it in English
then they uttered interjections. Here is the example 22 from Marasigan 1983:82 as quoted in example 4;
4 A: Very bad Akin yan that’s mine B: Hep, hep sa aming dalawa That’s ours
A: Ay, nag – bell Hey, the bell is ringing for our next class A and B are having lunch. Suddenly, A noticed that C ate her desert, banana.
This example indicated that most students learnt common English interjections “very bad” for disapproval and “very good” for approval as these used by teachers
assessment at class. Moreover, A reacts in Pilipino as the choice and English seems not fit at all for expressing candid feelings that the bell is ringing for their next class.
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5. Message qualification
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