Lesson Plan: Code-Switching Detectives & The Citation Conundrum

Materials Needed:

• Computer or tablet with internet access
• Notebook and pen (or a digital document) for a "Detective's Notebook"
• Access to YouTube or other video platforms
• Smartphone or camera for recording (for the video project option)
• Access to free design software (like Canva) or presentation software (like Google Slides) for the guide project option
• Optional: Basic video editing software (like CapCut, iMovie, or DaVinci Resolve - free versions are excellent)

Lesson Details

Subject: English Language Arts, Media Literacy, Research Skills

Grade Level: High School (Grades 9-12)

Time Allotment: Approximately 3 hours (can be split over 2-3 sessions)

1. Learning Objectives

By the end of this lesson, the student will be able to:

• Analyze and identify different types of code-switching (e.g., tag-switching, intra-sentential) in oral presentations by Filipino students.
• Evaluate the potential reasons and effects of code-switching in an academic context.
• Create a creative project (a mockumentary or a citation guide) that synthesizes their analysis and proposes a solution to the "problem with citation" when quoting code-switched sources.
• Apply critical thinking to develop a clear and logical system for citing non-standard linguistic data.

2. Alignment with Standards and Curriculum

This lesson aligns with general high school curriculum standards for:

• ELA/Composition: Analyzing rhetoric and language choices in various media; developing an argument; creating multimedia texts.
• Research: Gathering information from digital sources; synthesizing information to create a new product; understanding the principles of academic integrity and citation (e.g., MLA/APA style).
• Media Literacy: Critically analyzing media content; understanding how language and culture are represented in digital media.

Lesson Procedure

Part 1: The Investigation (60 minutes)

1. The Hook (5 minutes):

Start with a warm-up discussion. Ask: "Have you ever found yourself switching between English and another language mid-sentence when talking to family or friends? Why do you think we do that? Is it a 'good' or 'bad' thing, or just a thing?" This activates prior knowledge and sets a non-judgmental tone.

2. Defining the Terms (10 minutes):

Introduce the key concepts. As a teacher, explain:

• Code-Switching: The practice of alternating between two or more languages or varieties of language in conversation.
• Taglish/Engalog: The specific mix of English and Tagalog.
• The Core Problem: "Imagine you are writing a research paper and you want to quote a Filipino student from a video presentation. They say, 'So, my point is... kailangan nating i-consider the other factors.' How would you write that in your paper? How would you cite it? This is the 'problem with citation' we are going to investigate!"

3. Evidence Gathering: The Detective's Notebook (45 minutes):

The student will now act as a linguistic detective. Their task is to watch 2-3 short video clips of Filipino students giving oral presentations or speaking in academic settings. (Search YouTube for terms like "Filipino student presentation," "research defense Philippines," etc.)

In their "Detective's Notebook," they should create a chart with the following columns for each video:

Encourage the student to look for patterns. Do they switch for specific technical terms? To express emotion? To connect with the audience?

Part 2: Creative Application (90 minutes)

Now that the student has gathered evidence, it's time to present their findings in a creative, engaging way. They can choose ONE of the following projects:

Option A: The "Code-Switching Files" Mockumentary

• The Goal: Create a short (2-4 minute) "mockumentary" video in the style of a news report or a YouTube explainer.
• Content Should Include:
  • A catchy title and introduction explaining code-switching.
  • Examples from their "Detective's Notebook" (they can act them out or use text on screen).
  • Their analysis of *why* students code-switch in presentations.
  • A final segment on "The Citation Conundrum," where they propose a clear, simple rule for how to quote and cite a code-switched phrase in an academic paper. (e.g., "Always keep the original language and provide a translation in brackets").

Option B: The "Academic Survival Guide" Infographic

• The Goal: Design a one-page, visually appealing infographic or guide titled something like "How to Cite Taglish: A Guide for Researchers."
• Content Should Include:
  • A brief, clear definition of code-switching.
  • A section with 2-3 examples of code-switching from their research.
  • A "Do's and Don'ts" section for quoting a speaker who code-switches.
  • A clear, step-by-step "Citation Rule" that shows exactly how to format the quote in-text and in a bibliography, according to a style they invent (or adapt from MLA/APA).

Part 3: The Big Reveal & Debrief (30 minutes)

1. Showcase the Project (10 minutes):

The student presents their video or infographic. This is their moment to share their analysis and creative solution.

2. Reflection and Closure (20 minutes):

Discuss the project and the topic using these guiding questions:

• After your investigation, do you see code-switching as a strength or a weakness in oral presentations? Or neither? Explain.
• What was the hardest part about creating a "rule" for citing code-switched language?
• How does understanding code-switching change how you might listen to speakers or even think about your own use of language?
• Did this project make you feel more curious about other aspects of language and culture?

5. Differentiation and Inclusivity

• For Support: The project can be simplified. Instead of a video, the student could create a simple slideshow with 3-4 slides. Provide sentence starters for the analysis section, such as "In the video, the speaker code-switches when they want to..."
• For Extension: Challenge the student to research the formal linguistic theories behind code-switching (e.g., the Matrix Language Frame model). They could also conduct a short, informal interview with a Filipino university student or professor to add a primary source to their project.

6. Assessment

• Formative: Your observation of the student's analysis in their "Detective's Notebook" and their responses during discussions will show their level of understanding.
• Summative: The final creative project will be assessed based on the following simple rubric: