Code-Switching Practices of Gen Z in Online Conversations: A Netnographic Discourse Analysis
Keywords:
code switching, English_Bisaya bilingualism, Generation Z communication, digital discourse, etnographic discourse analysisAbstract
Purpose: This study investigates the patterns and discourse functions of English–Bisaya code-switching in the online communication of Generation Z users in Kidapawan City. Specifically, the research aims to identify the structural patterns of code-switching in online interactions, determine the communicative functions these language shifts serve, and examine how code-switching reflects Generation Z identity, emotional expression, and social alignment in digital spaces.
Method: The study employs a qualitative netnographic discourse analysis to examine naturally occurring online conversations collected from public posts and comments on social media platforms such as Facebook, TikTok, and X (formerly Twitter). A purposively selected corpus of online excerpts containing English–Bisaya code-switching was analyzed using linguistic classification and discourse interpretation guided by Myers-Scotton’s Markedness Model and concepts from Interactional Sociolinguistics.
Findings: The findings show that intrasentential code-switching is the most frequent structural pattern in the dataset, followed by intersentential switching and tag-switching. These patterns demonstrate Generation Z users’ fluid bilingual competence in digital communication. The analysis further shows that code-switching serves multiple discourse functions, including expressing humor, emphasizing ideas, conveying emotions, strengthening social connections, and signaling shared cultural identity among users.
Contribution: Overall, the study highlights that English–Bisaya code-switching among Generation Z in Kidapawan City is not random but a strategic communicative practice that reflects bilingual identity, digital culture, and social belonging. The findings contribute to sociolinguistic research on multilingual communication in online environments and provide insights that may support more inclusive approaches to language education and digital discourse studies.
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