CODE-SWITCHING OF BILINGUALS

_____________________
A Thesis
Presented to the
Faculty of the Department of Languages and Literature
College of Arts and Sciences
University of San Carlos
Cebu City, Philippines
_______________________

In Partial Fulfillment
of the Requirements for the Degree
ENGLISH 113: BILINGUALISM AND SECOND LANGUAGE ACQUISITION
________________________

By
EZRA HILARY CENIZA
DANE VALERIE MAGAWAY
KEESHIA SAN JUAN
CESKA MARIE APALLA
SHIELA MAE PIALAGO
September 2014

Theoretical Background
For over thirty years of code-switching in Filipino-English, such dialect is now an
established lingua franca in the Philippines, Durano (2009). Being a multilingual community, it
can be observed that Filipinos tend to use the different languages in their conversations.
Multilingualism, is the result of the rich Philippines rich history that traces back even to the
Spanish regime up to the modern Neo-colonialism.
Multilingualism, comes hand in hand with code-switching. Philippines, abundant with
110 dialects and 2 other foreign languages, observe code-switching on a daily basis. Thus, such
phenomenon, has already become a part and parcel of the linguistic repertoire of Filipinos,
(Bautista 2004). During the American regime, English was heavily inculcated to the Filipinos as
it was the sole language imposed by the Americans to be used in communicating whether in
school, media or work. People from all walks of life, from all age groups, do code switching.
And the most common languages that they can easily code-switch is the Filipino-English.
Code-switching, according to Mesthie, Swann, Deumcut &Leap (2006), is the switching
back and forth of languages or varieties of the same language, sometimes within the same
utterance. When put into the Philippine context of Fil-English code-switching, it occurs when
the interlocutor tries to utter an English phrase or word and is places side by side with a Filipino
phrase or word. However, in the present study, since the locale is just in Cebu City, it is given
that the predominant language being code-switched by the subject will be in Cebuano-Bisaya
and English.

Furthermore, this research endeavor would want to look into the features of codeswitching in random conversations between three different age groups namely: elementary
students, college barkadas and young professionals. The analysis of the study will utilize the
framework of Poplack and Sankoff (1988) wherein they identified four mechanisms of codeswitching. The first mechanism is Smooth Switching which is said to be the change in either or
both languages in their syntactic level. There are several variations of smooth switching. It can
happen between main clause and subordinate clause, between coordinate clause or switching to a
prepositional phrase and it is exemplied in the example below.
wala pa rin kaming nakitang sofa for the family room
Another mechanism is the Flag or Non-Smooth Switching which is marked by hesitation,
metalinguistics commentary or pauses.
The third mechanism is Constituent Insertion wherein a grammatical constituent is inserted in
pne language at an appropriate point. There are two types of Constituent Insertion: (1) tag
expressions and (2) Enclitic adverbials. The example below presents how an English word is
being inserted in the speakers utterance.
Buti na lang, Jiffs group was the third number
The last mechanism identified by Poplack and Sankoff (1988) is Nonce Borrowing, wherein the
words are borrowed just for the time being or for a certain occasion. There are four types of
Nonce borrowing: (1) Nouns, (2) Adjectives, (3) English make + Tagalog/Bisaya verb and (4)
English words with Tagalog affixes. Some examples of Nonce Borrowing is shown below.
I have more time to make bawi before I get back to work

A similar study conducted by Tiempo (2006), also looked into how codeswitching is applied in text messages. However, the framework that was used were different from
Poplack and Sankoff (1988), but the concepts and results are more or less the same. Tiempo
(2006) analyzed the phenomenon of codeswitching, text jargon and fricative production in Short
Messaging Services (SMS) among selected college students of the University of Cebu-Banilad
campus and found out that the discourse functions of codeswitching for both male and female
texters alike in their application of codeswitching in text messages embraced the six most
common ranks: For Female Texters: a) for inquiry, b) for expressions of politeness; c) for giving
information, d) for emphasis (command), e) for discourse marker, f) for quotation; For Male
Texters: a) for inquiry, b) for emphasis c) for clarification, d) for expressions of intimate feelings,
e) for expression of politeness, f) for giving information and for discourse markers.
For the types of codeswitching that appears in the text messages: borrowing where most
texters used borrowing in text messages; intrasentential codeswitching where texters
codeswitched in the form of phrase or clause level codeswitching; and intersentential where
texters codeswitched in the sentence level.
He concludes that codeswitching is a natural bilingual behavior and it usually happens in
informal conversation both direct and indirect. Furthermore, he adds that the reasons for
codeswitching have nothing to do whether the context of the conversation is direct or indirect or
is computer mediated. The participants codeswitch naturally in text messages as they codeswitch
in direct informal conversation. Moreover, he continues, the participants consistently used more
Cebuano than English in text messages.

On the other hand, code-switching in conversations is usually done because the speaker
has an intention----either because they lack proficiency in one language and so they borrow a
word from the other language to serve as a substitute or because one language has no direct
equivalent word in the other language. In the present study, considering that the subjects were all
bilinguals, it can be noted how they talk in alternate Cebuano-Bisaya and English without being
so conscious at all. However, when it comes to analyzing codes, Gumperz (1982) points out that
it is not necessary to assign equivalent codes in every language. He emphasizes the codeswitching must be viewed as a mode of discourse and so code-switching must be viewed as an
expressive means and a pragmatic notion (Barredo, 2013).
To analyze the function of code-switching in the recorded conversations, Gumperz
framework will be utilized. Gumperz (1982) has identified six functions of code-switching in
bilingual conversation. One of them is Quotation, wherein the code-switch is identified as a
direct quote or a reported speech.(provide example)
Another function is the addressee specification, this occurs when the switch serves to
direct the message to one of several possible addressees. (provide example)
The third function is Interjection, wherein the speaker code-switch to mark an interjection
or a sentence filler. (provide example)
Reiteration is also another function of code-switching, wherein the speaker code-switch
to repeat a message in both codes. (provide examples)

Another function of code-switching is Message Qualification, where a code-switch is

consist of a qualifying construction like a sentence and verb complement or a predicate following
a copula.
Lastly, personalization vs. objectivization is another function wherein the code-switch
relates to such things as the distinction between talk about action and talk as action. The
statement may come from an opinion or personal knowledge.
A related study by Bautista (2004),also provides ample information on the functions of
code-switching using Gumperzs (1982) framework. In Bautista (1999), her focus in this study is
at code-switching as a pragmatic phenomenonnd interprets WHY we code-switch in the
Philippines. She analyzed the functions of Tagalog-English Code-switching, in particular, at the
linguistic structure and switch points in Tagalog-English code-switching in a sample of email
messages written by seven brothers and sisters usin the framework of Poplack and Sankoff
(1988). Scotton (1990:93-100) views three possible options to as to why people code-switch: a)
switching as an unmarked choice, b)switching as a marked choice, and c) switching as a strategy
of multiple identities. In her case, the code-switching in the emails belonged to the category of
switching as an unmarked choice, over-all switching, which means that the speaker wishes
operate within a context of unmarked rights and obligations and the use of code-switching
throughout even without any changes in the situation because the participants have dual
identities an dual languages at their disposal. She concludes that code-switching denotes
communicative efficiency purposes. Meaning, the reason why they switch in this particular place
rather than here is to perform or function effectively with the least waste of time, effort or
resources.

Research Methodology
This study is a qualitative method of research which will anchor on Poplack and
Sankoffs (1988) functions of code switching and mechanics of code-switching.
Research Environment
This study was conducted in different campuses of the University of San Carlos in Cebu
City .As for the first group, it was in the North Campus in General Maxilom Avenue,
Kamputhaw. While the second group had it in the SSC office located in the Bunzel building at
the Talamban campus. And for the last group, it was in room 402, Law building at the Downtown
campus.
Research Participants
The participants were based on the following criteria: (1)should be bilingual or
mulitligual, (2) should be highschool students for the first cluster, college students for the second
cluster and young professionals for the last. Guided with the criteria, the researchers were able to
find a pair of grade-10 students who were discussing and studying their Algebra; two male
engineering students, and a group composed of a nurse, an instructor and a Psychology graduate
who were law students at the same time.
Research Instrument
The recorded conversations were used as the main instrument in identifying and
analyzing the functions of code-swtiching also, in categorizing according to the four mechanisms
of Poplack and Sankoff (1988)..

Research Tool
The conversations were recorded using different devices such as Samsung Galaxy for the
first pair, Iphone 4s for the barkada and Iphone 5 for the last group. The recorded conversations
were transcribed though express Scribe Transcription Software.
Research Procedure
Gathering of data
This study used the convenient sampling procedure. The participants of this study were
asked and informed that their conversations were only used for academic purposes specifically
for the course of Bilingualism and Second Language Acquisition, which assured their privacy.
In order for the researchers to record the conversations, participants were asked to record
their own conversation however; the first five minutes were disregarded to avoid the observers
paradox.
Treatment of Data
The recorded conversation of each group were separately transcribed however not
translated into English since the focus of this study is code-switching.
These transcribed conversations were separately analyzed. As for each group, their
conversations were classified according to the functions that they possess in Poplack and
Sankoffs functions of code-switching and then, the mechanisms of the conversation were
analyzed and identified. Afterwards, with the results given, each group were compared as to how
functions of code-switching and mechanisms of code-swtiching were used in their conversation.

Analysis
Table 1. Poplack and Sankoffs (1988) Types of Code-Switching in Elementary Clique
Conversations
Types of Code-Switching
Smooth Switching
Flagged or non-smooth code
switching
Constituent Insertion
Nonce Borrowing
TOTAL

Frequency
1

Percentage
5.5%

1
16
18

5.5%
88.9%
99.9% 100%

In the elementary clique conversation, the participants used nonce borrowing most
extensively, occurring 16 times in the conversation or taking up 88.9% of the conversation.
Although used minimally, occurring only once in the conversation or 5.5% of the conversation,
the researchers found that the participants also used constituent insertion and smooth switching.
The participants did not use flagged or non-smooth switching in the conversation.
The participants in the elementary clique conversation was having a group study session.
The reason why nonce borrowing code-switching occurred in their conversation is because they
had to. As Scotton (1990) said, interlocutors code-switch because something occurs to change
the situation, either in terms of participants or topic (sequential unmarked code-switching). In
this case, the participants code-switch because of the topic.
S1:

Unya ra John, i-check sa nako balik, zero minus zero minus three negative three,

one minus one minus two negative one minus three negative four negative two kuwang

pa kog ((inaudible)) naglibog naman ko ani oy, two four minus four zero minus three
sakto.

The participants were trying to solve a math problem. Since math is generally taught in English
in most schools in the Philippines, the participants in the conversation switch from CebuanoBisaya to English when discussing about the math problem. For them, it is the faster, easier and
more effective to explain the mathematical problem in English than in Cebuano-Bisaya because
they were used to math being explained and taught in English.
However, it was also noticeable in the conversation of the participants that they codeswitch even though the situation does not oblige them to. For instance, the participants used
smooth switching in their conversation.
S2:

Mga genius di jud na kinahanglan ug libro. See ang babae moy, oh my god.

They also used constituent insertion, such as

S1:

Ah lage, ako-a na lage sayup, sabi nga eh.

where sabi nga eh, a Filipino comment, was inserted after the Cebuano-Bisaya utterance. Both
the occurrence of smooth switching and constituent insertion proves Scottons (1990) theory that
people code-switch because they have dual identities and dual languages at their disposal. These
interlocutors find it efficient to use this convey the message that they want to express. In the
words of Bautista (1999), sometimes, its just that a certain expression in a certain language
seems so right, seems so appropriate.
The absence of flagged switching in the conversation seems to be similar to the
observation of Bautista (1999) in her study. Just like in the Manila community, it seems that
code-switching in the Cebuano community, particularly in elementary cliques, is a normal mode
of discourse.

Table 2 Functions of Code-Switching in Conversations

of Elementary Cliques (Gumperz, 1982)
Functions of Code-Switching
Quotation
Addressee specification
Interjection
Reiteration
Message qualification
Personalization vs
Objectivization
TOTAL

Frequency
1
0
3
0
12

Percentage
5.9%
0
17.6%
0
70.6%

5.9%

17

100%

The most dominant function of code-switching in the elementary clique conversation is

message qualification. This function occurred 12 times in the conversation. Particularly, 70.6%
of the code-switching used in the conversation functions as a message qualification. With an
occurrence rate of 3, which is 17.6% of the identified code switches in the conversation,
interjections followed next to message qualification as the most frequently used code-switching
function. Though used minimally, personalization vs objectivization and quotation ranked third
as the most extensively used code-switching function. Both only occurred once in the
conversation. Particularly, both personalization vs objectivization and quotation consist only
5.9% of the conversation. Reiteration and addressee specification both did not occur as
conversational functions of code-switching in the elementary clique conversation.
Message qualification occurs when a message is expressed in one language and is then
qualified or expressed in another language. Take for example the following utterance:
S2:

Mga genius di jud na kinahanglan ug libro.

In that utterance, the speaker code switched to from Cebuano-Bisaya to English to qualify the
proposition of his utterance - that genius people do not need books. Message qualification occurs
several times in the conversation because the interlocutors found it efficient. This again proves

Bautistas (1999) theory of communicative efficiency. Practically, the speaker above can translate
genius in vernacular, but the impact of the utterance would be different. Truly, there are just
some words or phrases in a certain language which seem so appropriate in an utterance.
Similarly, interjections or expression in a particular language inserted into an utterance
spoken in another language, were found in the conversation because of communicative
efficiency. For instance, this utterance in the conversation used interjections:
S2:

Like nakakalurkey.

Nakakalurkey is a Filipino gay lingo expression. The use of expressions such as what was given
above, proves Bautistas (1999) claim that these expressions are pre-packaged, ready-made and
easily available to be used as punch line. In the utterance given above, it was more appropriate
to use the gay lingo expression than to translate it in English (Like crazy) because the gay lingo
expression gives off a sense of humor. That utterance also is an example of a personalization vs
objectivization code-switch function because the speaker wants to express through his utterance
a personal opinion or a message.
The utterance below shows quotation code-switching function:
S2:

Unsa man diay kung negative four?

In that utterance, the reason why the speaker code-switched from Cebuano-Bisaya to English
because the speaker implicitly quoted negative four from the previous speakers utterance.

Table 3 Poplack abd Sankoffs (1988) Types of Code-Switching

in Conversations of Young Professionals
Types of Code-Switching
Smooth Switching
Flagged or non-smooth code

Frequency
2
0

Percentage
3.8%
0

switching
Constituent Insertion
Nonce Borrowing
TOTAL

4
47
53

7.5%
88.7%
100%

In the conversation of young professionals, the participants used nonce borrowing most
extensively, occurring 47 times in the conversation or taking up 88.7% of the conversation.
For instance, nonce borrowing is evident in the utterance below:
T2: di pa man tingay mo kareport ugma kay wa pa mi kasugod sa amo report

In that utterance, the speaker used the English word report with a Cebuano-Bisaya affix ka in his
utterance. The phenomenon of nonce borrowing code switching, which is evident throughout the
conversation establishes Bautistas (1999) claim that interlocutors code-switch from one
language to another because the other language has a better way of expressing this particular
idea and he/she can achieve communication efficiency with it. In the utterance above, instead of
saying kareport in vernacular, the speaker used kareport not only because it is a better way
of expressing the idea but also because the English word report is mostly used in conversations
than its Cebuano-Bisayan counterpart pagbalita.
Constituent insertions followed, appearing in the conversation for 4 times or basically
7.5% of the conversation. The example below shows this phenomenon:
T1: wala pa gyud ka ever nilampag sa timbangan?

The speaker inserted the English word ever in the utterance. It served as an expression to
accentuate the speakers emotion in the utterance either disbelief or awe while confirming
whether the listener has not yet tried to use a weighing scale. Actually, the utterance will still be
okay without the word ever, but the affective meaning would be different. Basically, the
occurrence of constituent insertions in the conversation shows that sometimes, English words in
a Cebuano-Bisaya statement can communicate and idea more quickly and easily.

Although used minimally, occurring only twice in the conversation or 3.8% of the
conversation, the researchers found that the participants also used smooth switching in the
conversation. An example below shows an effortless and flawless switch from one language to
the other, unmarked by hesitation markers and repetitions:
T1: Kuan na siya. mao nay ginaingon nga getting getting fat together.

In the utterance, the speaker smoothly switched from a Cebuano-Bisaya clause to an English
prepositional phrase. This phenomenon, together with the absence of flagged or non-smooth
switching in the conversation, leads the researchers to conclude that code-switching, just like in
Bautistas (1999) study of CS in Manila, is a natural mode of discourse in the Cebuano-Bisaya
community, particularly in Cebuano-Bisaya young professionals.
Table 4 Functions of Code-Switching in Conversations
of Young Professionals (Gumperz, 1982)
Functions of Code-Switching
Quotation
Addressee specification
Interjection
Reiteration
Message qualification
Personalization vs
Objectivization
TOTAL

Frequency
1
1
2
0
45

Percentage
2%
2%
4%
0
90%

2%

50

100%

The most dominant function of code-switching in conversation of young professionals is

message qualification. This function occurred 45 times in the conversation. Particularly, 90% of
the code-switching used in the conversation functions as a message qualification.
T1: ge lang. nag gluta man ko gud

The speaker of that utterance was trying to qualify that she was gaining weight because she was
taking glutathione pills. This code-switching function, usually used with nonce borrowing code
switching in the current studys conversation, still proves Bautistas (1999) theory of
communicative efficiency. aside from the fact that gluta does not a have a direct Cebuano-Bisaya
equivalent, the code-switching phenomenon above shows that the speaker found it easier to say
the idea in one language (English) instead of the other (Cebuano-Bisaya).
With an occurrence rate of 2, which is 4% of the identified code-switches in the
conversation, interjections followed next to message qualification as the most frequently used
code-switching function.
T3: di man gud kay si (Max) kung mangaon mi ba kay kaon jud na niya like tag tulo ka-

Like was used as a sentence filler in the Cebuano-Bisaya utterance. Basically, interjections in this
conversation were used to assist in explaining an idea. The speaker could have used murag
instead of like, but since the speaker (a Cebuano-Bisaya English bilingual) have dual identities
and dual languages at her disposal, she opted to code switch from Cebuano-Bisaya to English
because she found it more efficient communicatively.
Though used minimally, quotation, addressee specification and personalization vs
objectivization ranked third as the most extensively used code-switching function. These only
occurred once in the conversation. Particularly, quotation, addressee specification and
personalization vs objectivization consist only 2% of the conversation.
Reiteration, a code-switching function where a speaker repeats a message from one code
to another code either literally or in modified form, did not occur as conversational functions of

code-switching in the conversation of young professionals. Its absence seems to prove the

notion that code-switching is a normal mode of discourse in Cebuano-Bisaya speech

communities and that there is no need to repeat the intended message in different codes
be because the speakers in the conversation fully understand each other.

Table 5 Poplack and Sankoffs (1988) Types of Code-Switching in College Clique

Conversations
Types of Code-Switching
Smooth Switching
Flagged or non-smooth code
switching
Constituent Insertion
Nonce Borrowing
TOTAL

Frequency
2

Percentage
6.4%

3.2%

0
28
31

0
90.3%
99.99% 100%

In the college clique conversation, the participants used nonce borrowing most
extensively, occurring 28 times in the conversation or taking up 90.3% of the conversation. The
utterance below serves as an example:
B1: Oy nganu ni change target man ka gud. Patay siya.

The speaker temporarily borrowed the English term change target and mixed it in a CebuanoBisaya utterance. Take into consideration that the speaker and his friends were playing video
games and in this utterance, the speaker was giving a comment on the choice of action of his
friend. The speaker could have used a vernacular term but opted to use the English term. This
seems to be because there is no popular vernacular equivalent for the term change target and
more because the term is a jargon for video game players.

Smooth switching followed, having 6.4% of the data or particularly occurring twice in
the conversation. For instance, the speaker in the following utterance used this kind of codeswitching:
B1: Oh, walay gamit. Fail!

In that utterance, the speaker easily switched from Cebuano-Bisaya to English. The speaker was
commenting on the actions of his friends. The occurrence of this phenomenon again proves that
speakers code-switch because of it is communicatively efficient. In the context of the utterance
above, since the video game is in English, speaker seems to have found it efficient to use an
English expression to describe the fate of his friends game.
Although used minimally, occurring only once in the conversation or 3.2% of the
conversation, the researchers found that the participants also used flagged or non-smooth
switching in the conversation.
B2: red ug kuan

Notice that the utterance ends with a Cebuano-Bisaya hesitation marker, kuan. This phenomenon
does not imply that the speaker is not fluent in both languages. It seems that he cannot verbally
describe what was happening in the game. His hesitation can also mean that he is so engrossed in
the game that he cannot immediately find words to describe what was happening.
Constituent insertion was not used in the college clique conversation. Throughout the
whole conversation, the speakers used Cebuano-Bisaya expressions in Cebuano-Bisaya
utterances and English expressions in English utterances.

Table 6 Functions of Code-Switching in Conversations

of College Cliques (Gumperz, 1982)
Functions of Code-Switching
Quotation
Addressee specification
Interjection
Reiteration
Message qualification
Personalization vs

Frequency
0
0
0
3
28

Percentage
0
0
0
9.7%
90.3%

31

100%

Objectivization
TOTAL

The most dominant function of code-switching in the college clique conversation is

message qualification. This function occurred 28 times in the conversation. Particularly, 90.3%
of the code-switching used in the conversation functions as a message qualification.
B2: kaybaw ko musteal ka ..kaybaw ko

The utterance above is an example of code-switching which has a message qualification

function. Instead of using the Cebuano-Bisaya term mukawat, the speaker used the English term
steal along with the Cebuano-Bisaya affix mu. This again is because of communicative
efficiency. the speaker used a video game player jargon steal along with a Cebuano-Bisaya affix
because he deemed it to be the fastest, easiest and most appropriate term to describe the action of
his friend.

With an occurrence rate of 3, which is 9.7% of the identified code switches in the
conversation, reiteration followed next to message qualification as the most frequently used
code-switching function.
B1: oh, walay gamit. Fail!

Walay gamit is a Cebuano-Bisaya phrase which, in the context of the utterance, can translate into
the English word fail. This code-switch occurred because the speaker wanted to emphasize that
his friend did a wrong move in the game and in the end, failed.
Quotation, addressee specification, interjection, and personalization vs objectivization did
not occur as conversational functions of code-switching in the college clique conversation.

Conclusion

References
Books
Agha, Asif. (2009). What Do Bilinguals Do? A Commentary.Beyond Yellow English: Toward
a Linguistic Anthropology of Asian Pacific America. (2009). Oxford University Press. P. 253-258
Tiempo, Arnold L. (2006). Cebuano-English Codeswitching, Text Jargon and Fricative
Production in Short Messaging Services (SMS). University of San Carlos: Cebu City, Philippines
(Unpublished Thesis) T T443ar c.3
Transmonte-Paz, J. E. (2002). Cebuano-English Code-Switching in Selected English 2 Classes at
the University of San Carlos. University of San Carlos: Cebu City, Philippines (Unpublished
Thesis) T T69j
Durano, F. (2009). Attitudes towards English and Fil-English code-switching amongst high
school students in Ormoc City, Philippines University in Malm Municipality: Malm, Sweden,
p. 1-49
Barredo, I. Pragmatic Functions of Code-Switching Among Basque-Spanish Bilinguals.
University of Illinois: Illinois p. 528-541 [Retrieved last September 18, 2014]
Durano, F. (2009). Attitudes Towards English and Fil-English Code-switching Amongst High
School Students in Ormoc City, Philippines University in Malm Municipality: Malm, Sweden,
p. 1-49

Appendix

TRANSCRIPTION
BARKADA: ELEMENTARY STUDENTS TRANSCRIPTION (10:00 15:00)
S1:

Ako na sad diha mga alas dyis ate ha.. ((inaudible) in de air and well never be royals.

Sure ka
negative four?
S2:

Unsa man diay kung negative four?

S1:

Sige

S2:

Sakto man gud

S1:

Heheheh

S2:

May ing-ana oh, concert mi ugma

S1:

One minus two, negative one minus three negative four bati-a sad ug porma ana oy ngano
mana?

S2:

Naglinog sa kuan noh?

S1:

Unsa man? Unsay sunod inig w negative three?balik nasad ug solve

S2:

Naglinog man sa Guam

S1:

Awa daw na imong zero oh, aw sige unya nalang, sig nawani rako

S2:

Sakto ka? Sakto noh?

S1:

Ang negatib one daw John?

S2:

Positive, positive, negative

S1:

Aw one man diay sa, ah sakto ra lage

S2:

Three zero , kani moy sayup ganina

S1:

Ah lage, ako-a na lage sayup, sabi nga eh

S2:

Aw mao ba

S1:

Positive one

S2:

Ako i-ana

S1:

Unya ra John, i-check sa nako balik, zero minus zero minus three negative three, one

minus one
minus two negative one minus three negative four negative two kuwang pakog
((inaudible)) naglibog naman ko ani oy, two four minus four zero minus three sakto.
Three squared nine minus six three negative sige game negative twelve five zero
((murmur)) ge tiwasa lang sa ang number 2 usa ka mu kuan sa graph ((sound)) unsay
pasabot maximum or minimum point? Nagda-wala ka nagdala ug libro john sa?
S2:

Wala, genius man. Hahah

S1:

Hehehe

S2:

Mga genius di jud na kinahanglan ug libro. See ang babae moy, oh my god

S1:

Oh god. What happened to the world? Gagobells

S2:

Like nakakalurkey

S1:

((makes sound)) wala nakoy load ((murmur)) negative nine ako ang nagwagi

Biling transcription (College friends)

Time start: 0:17

B1: idol juds apple sa inapasay ba
B2: niya daog gyud mo?
B1: daog mi. kai timaing man sad pag
B2: hugaw kay ang timing. Naigo ang boang. Hugaw gae ang timing hugaw na
B1: kay sakto man sad kaaio na
B2: na
B1: pagbalik nako, namalik man pod ang uban nakong kauban.. patay ka. Oy nganu ni change
target man ka gud. Patay siya
B2: nganu gud tawn, nidagan siya ug kausa so alkansi siyag kahapak.
B1: di paka muadto? Lapas nato siya.. gamit man ang melearly game gud
B2: oh kai dili biya ingon ato.
B1: nay dakog creek ba
B2: mu yield ka ato?
B1: di mana siya musud, mubalik man gihapon na siya
B2: maghuwat kuno siya na mugawas ka..kay mu bat mana gamay..gamay lang gud
B1: pangita rag apps. Kitas kuan na walay, givanguard na pero walay gi life steal
B2: giunsa man?

B1: gi daiso ran a

B2: unsa?
B1: si lanaya ba
B2: vanguard?
B1: uhmm vanguard nya daiso ra. Buresa
B2: ay oh diay daiso diay. Samoka. Gbutangan ug kilay draybera. Gi in ana ay..
B1: sakit kay, sakit kay ang daiso
B2: red ug kuan
B1: gilette
B2: gilettekaybaw ko musteal ka
B1: dafuq dafuq
B2: kaybaw ko musteal ka ..kaybaw ko
B1: giatay
B2: adto na padung ang leeway. Mana mana..
B1: tira na pod.
B2: kabaw ko musteal ka
B1:Agay ka sakit!

B2: ahh, kaabot man! Wa nay gamit

B1: oh, walay gamit. Fail!
B2: mura raman kanang..nay gibatol, ig tindog mu effect rag iyaha. Karun ka lang..send nlng
nako
B1: gi tumbling
B2: animal.
B1: kadali ka kadrive giatay
B2: wa man pod nay heat bun
B1: palit na palit na daangalinga uy!
B2: galinga uy
B1: nay meaning
B2: hugaw niana. remote natopaluparon na nako siya ay. Ako nyay palupad
B1: kanang was item mura mag
B2: hala maigo man diay nas kuan diay
B1: pamutola walay uy
B2: igo na uy
B1: tay meaning napod. Pabutha pabutha! Sus sayanga!
B2: not clear..la! laina oh di palibre ganina. Ganina rapod toh ah!

B1: fra! Fro! Patay na na. idol jeprey!

B2: laughs
B1: di ko musud klase
B2: ako giingnan ako uyab naa koi klase hangtod 6:30..daiso diay noh ataya..pwede ra daiso noh
niya wala nalay kuan butterfly
B1: sa asa dae 27 janelle diay.
B2: nganu diay?
B1: Paulion ko niyas amoa..
B2:wala diay mui internet?
B1: ha? paminaw nako naas amoa niya kuhaon niya run
B2: kuwangol
B1: agay oh! Nasayop Wrong timing man ka ana. niya kung mka ties miming! Gali timing
pajud! Timinga uy
B2: buhi pa diay ka ? daan diri daan para mahibaw-an ta ba
B1: windmill..ig-a creeps ba
B2: kuwang nlng
B1: na! lihok ko way gamit. Di man ko pwede mulihok gud.
B2: di na cave nako. Ang clickkwanggol! Naa naman diay koi kuan diayappstore

B1: asa naman to imong kuan dri.

B2: nay daghan
B1: diba katung gbutang nimo dri ganina baaw ganina pa toh
Time end: 6 minutes

1 nurse and 1 teacher and ang 1 kay graduate sa psych.. and then sila tulo kay nag law student pd
at the same time..sa room 402 law school sa USC main.
Gamit kay Iphone 5

Nagstart ko sa 5minutes to 10minutes

0:05:00.8 T1: kuan siya. kanang..

0:05:01.2 T2: ma carry over ang bill sa next sa new trial?
0:05:04.4 T1: new trial man siya so ang bill nimo is mu apply na sad to the new
0:05:07.8 T2: new trial?
0:05:11.2 T1: kay. kaun baya siya, kanang di ba. ang ang end baya sa imohang ang lifetime baya
sa imohang bill kay promulgation baya sa RTC

0:05:19.6 T3: if if na conjudgement na ang RTC...

0:05:23.7 T4: ((naa man to silas babaw ganiha))
0:05:24.8 T3: if nakajudgement na ang R ang R.T.C, mubill napud kag lain sa CA?
0:05:29.6 T1: depende. kung unsa ang imohang kuan judgement
0:05:34.8 T3: ah..
((noise))
0:05:35.4 T1: kung before, kung wala pa natransfer ang record, sa RTC ra gihapon ka mu apply
og bill, kUng strong ang evidEnce. pero ay o ay kung katong kato nga.. unsa tawag ani? kung
kato nga.. grading something. pero if kato lage from bailable to non bailable. ay from bailable to
non bailable dapat ay dili from [non bailable] to bailable before pa (xxx) ay sa (xxx) court
0:05:53.5 T3: [non bailable (xxx)]Hon,nagtuon naka ani?
0:06:00.6 T2 naa raba ta (xxx) class (xxx)
0:06:04.3 T1: nine to... twelve
0:06:07.6 T2: di ka musud ugma?
0:06:09.7 T3: naa ra bay oraals
0:06:09.8 T1: lage
0:06:10.2 T5: when? sa 32 sa (xxx)
((noise))

0:06:16.5 T2: di paman tingay mo kareport ugma kay wa pami kasugod sa amo report
0:06:20.1 T5: di ako kay mag andam nalang kay patay inig abot niya namo
0:06:25.4 T1: pero basin sad kay paspason ni sir ba kay gaapas baya siyag oras. pila nalang.
group two pa baya ha...group two pa baya ta [dayon kay kapila nalang ka weeks...
((noise))
0:06:36.3 T2: unsa mani?
0:06:36.2 T1: chopstick nga iyag gihimog kuan uhm
0:06:40.5 T2: nindot baya ni. ganahan ko ani
0:06:42.1 T5: [hala, asa ni gikan?
0:06:41.9 T1: [di ko kabalo [mo
0:06:44.9 T3: ew...feel nako. chocolate na siya
0:06:48.1 T2: tilawi daw to (Mark)
0:06:50.9 T4: asa ni siya gikan? ngano naabot man diri? yu..cks
0:06:58.0 T3: giunsa nimo pag paniwang (xxx)? exercise ra na?
0:07:04.0 T4: (xxx) kanang ning gain gyud kog five pounds
0:07:05.4 T1: ako kay naglose ko og weight
0:07:07.4 T4: uy grabiha oi! timbang gali gahapon sa buntag bitaw jud. one seventy tree
0:07:10.8 T1: oy naglose ko og..

0:07:12.4 T4: ay one eighty tree pounds

0:07:13.3 T2: huwat sa nganong ing ana imong timbangan?
0:07:14.6 T4: nagproblema nakog kaon pariha ato gabii, nagtimbang ko ganihang buntag one
eighty [(xxx)]
0:07:18.1 T1: [naa kay timbangan sa inyo?] bayota nimo oi
0:07:20.5 T2: di huwat sa nganong ing ana..
0:07:21.3 T1:oi naglose ko og six point six phounds
0:07:23.1 T3: ahh ako wala. hadlok na bitaw ko mustep. hadlok na bitaw ko mu step og
timbangan
0:07:28.9 ((xxx))
0:07:30.0 T1: wala pa gyud ka ever nilampag sa timbangan?
0:07:24.2 T4: (xxx) katong tumbangan
0:07:32.9 T3: ka nice. hoy kaybaw ba ka [(xxx)high school. niya ako forty five man gud ko
0:07:35.0 T2: [(xxx) timbangan
0:07:38.5 T1: kuan ko pag high school, forty six
0:07:39.3 ((napay (xxx)))
0:07:39.5 T3: HA??!! mas niwang pako nimo?

0:07:42.2 T1: wala ko niniwang wala ko nitambok basta kana ra gyud. ako bitawng ako bitawng
mga tshirt sa elementary igo pa nako ron
0:07:49.7 T3: hoi niwang kau ko sa una Lei
0:07:51.8 T4: ahahahah ikaw? hahaha picture beh
0:07:55.2 T3: niwang man ko gud. sa una kay five gud ko ana.. and then nanambok ko
0:08:05.1 T1: kuan na siya. mao nay ginaingon nga getting getting fat together
0:08:07.1 T3: di man gud kay si (Max) kung mangon mi ba kay kaon jud na niya like tag tulo ka,
di jud na siya musugot nga usa ra ka rice akong kan on dapat tulo jud na unya ang sud an pud
niya kay lima pud kabuok sud an
0:08:20.7 T4: (nidaot) bitaw ka Shine
0:08:23.8 T1: di oi katong pag
0:08:25.5 T2:lisura di ay oi
0:08:28.1 T2: di ba naa siyay (xxx)
0:08:29.2 T4: asa ka naligo?
0:08:31.3 T1: whoa! kabalo lage ka? naligo bitaw ko pag iintrams
0:08:34.0 T2: kami kaya kuyuga unya (xxx)
0:08:34.8 T1: o
0:08:35.6 T2: di. kada.. mutuo ka?[ (xxx)]

0:08:38.4 T1: [salbahis lage ka doh]

0:08:39.9 T4: o kato lage. pakita lage sa picture (xxx)
0:08:42.7 T2: abot kog seventy two
0:08:45.6 T1: ge lang. nag gluta man ko gud
0:08:49.0 T4: o nag gluta na siya pag summe..r
0:08:49.6 T1: niundang ko kay labad jud kayu akong u kay tag tulo man ka
0:08:54.3 T4: pero effective baya kay namuti si Shine ato ((laugh))
0:08:57.1 T1: tagtulo. Jul.. kay kuan man ka Jul noh nurse
0:09:03.4 T4: (hala kay kuywa na siyag (xxx))
0:09:04.3 T1: tagtulo ka..
0:09:05.3 T4: puti kay dili daw tagduha(xxx)
0:09:07.0 T2: murag powder (xxx)(mara kag kadako ni Chen)
0:09:11.3 T4: huh?
0:09:12.2 T1: di sad ing ana (xxx)
0:09:13.6 T2: promise
0:09:14.6 T4: kita kas picture wa pa?
0:09:16.1 T1: kita ko pero dili na[ (xxx)

0:09:17.0 T2: [ahh (xxx) lage si Joey niana nga..hay! mura gyug dili ikaw. as in sa Facebook
0:09:23.9 T3: waa.. napa di ay ni pag asa ako lawas sa?
0:09:24.9 T5: ((laugh))
0:09:26.2 T2: ani mana, kabalo ka ang lawas flexible baya kayo. imohang frame is imoha ra
bayang bones [so pwede pwede (xxx) mudaot gyud ka pag ayo..]
0:09:31.3 T1: [ahhh.] nya gamay man kog bones[
0:09:36.2 T3: [giunsa nimo pag discipline ang
0:09:37.8 T2: kuan.. di man siya disiplina Char. more on gicut down nako [ang... (xxx)]
0:09:42.7 T1: [imong bone beh?]
0:09:42.7 T3: disiplina mana
0:09:45.7 T2: maanad raka. suwayi lage(xxx) one week walay walay soft drinks. di ba mada rana
nimo
0:09:53.9 T1: hoi ako man lagi
0:09:56.5 T4: kabalo ka ngano ngano tambok ko?
0:09:55.2 T3: ngano?
0:09:55.3 T4: kay (xxx) kay grabe kayo ko katambok? we have to man gud sa akong uyab. if
bulag nami, muniwang nako