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Abstract

This sociolinguistic study was conducted to identify the speech varieties learned and used by Maranao school children in their homes, community, school and the madrasah; describe the various contexts they use these languages; identify and describe the language teaching method/s used by their teachers and linguistic behavior and situation connected to their language learning, specifically code-switching and diglossia. As the initial part of a longitudinal social research, the researcher conducted immersion before the actual study. Ethnographic methods were used: participant observation on the children/subjects and unstructured interview on their teachers (informants). The study yielded these results: 1. Maranao is the first language of children born and raised in Sorsogon City. Their parents and relatives, mostly migrants from Lanao del Sur, use it exclusively among each other and also taught it to their children. 2. They also learn Sorsoganon as L2 when they interact with non-Maranao children who speak this dialect common in the dominant community. 3. Filipino and English are learned in the school as media of instruction, using the Sorsoganon mother tongue only as an auxiliary language. 4. Arabic language and writing system which have religious significance among all Muslims, are taught in the madrasah. Arabic script is used as an alternative to the English alphabet when writing in Maranao or even Filipino. 5. Code-switching/-mixing often occur when the subjects combine any of these speech varieties in their utterances. 6. Both the learners and their teachers share the impression that Filipino, English and Arabic (official languages) have higher prestige than Maranao and Sorsoganon (vernaculars).

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