Abstract Everyday speakers of the minority language of Ilocano in the Philippines often hold many ideological projects in their minds simultaneously; these become particularly productive and apparent in the linguistically regimented space of the classroom. Here, students and teachers work together to mutually construct a distinct sense of ethnolinguistic identity through critical codeswitching practices from “other tongues” to the “mother tongue.” The central frame of doing school is primarily constructed linguistically through the use of the licensed codes of English and/or Filipino. The frame of the classroom space may undergo temporary transformation through the invocation of the keys of discipline and play, dialogically marked through the switch into the mother tongue of Ilocano. In the highly regimented space of the classroom, salient possibilities for the bracketing of distinct ethnolinguistic identities are engendered by the discursive and structural effects brought about by codeswitching.

中文翻译：

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菲律宾省级课堂从“其他语言”到“母语”的代码转换实践

摘要 菲律宾伊洛卡诺少数民族语言的日常使用者往往同时在脑海中怀揣着许多意识形态项目；这些在课堂语言规范的空间中变得特别富有成效和明显。在这里，学生和教师共同努力，通过从“其他语言”到“母语”的批判性语码转换实践，共同构建独特的民族语言认同感。上学的中心框架主要是通过使用英语和/或菲律宾语的许可代码在语言上构建的。教室空间的框架可能会通过调用纪律和游戏的关键进行临时转变，通过切换到伊洛卡诺的母语进行对话标记。在高度规整的教室空间里，