PEDAGOGIC CODE-SWITCHING: FUNCTIONS OF THE LANGUAGE PRACTICES

OF TEACHERS IN JUNIOR HIGH SCHOOL ENGLISH AS A SECOND LANGUAGE

(ESL) CLASSROOM

A Research Paper Presented to the

Faculty of the College of Education

Bulacan State University

City of Malolos, Bulacan

In Partial Fulfilment of the Requirement for

Research in Language Education (EL 401)

Presented by:

Leader
Portento, Karen J R.
Members
Cabildo, Stephanie S.
Espiritu, Czarre T.
Gacias, Kendra Nicole R.
Serapio, Princess Janlyn Claudi N.

BSED 4F

May 2022

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 TABLE OF CONTENTS
Title Page i
Table of Contents ii
Acknowledgement iv
Abstract V
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction 6
Significance of the Study 12
Statement of the Problem 13
Scope and Delimitations of the Study 14
CHAPTER II
THEORETICAL FRAMEWORK
Relevant Theories 15
Related Literature 22
Related Studies 28
Synthesis 35
Conceptual Framework 36
Definition of Terms 38
CHAPTER III
RESEARCH METHODOLOGY
Methods and Techniques of the Study 40
Population and Sample of the Study 41
Research Instrument 42
Data Gathering Procedure 42
Data Processing 43
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 46

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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
Summary of the Findings 70
Conclusions 74
Recommendations 75
REFERENCES 77
APPENDICES
Appendix 1: Semi-structured Interview Guide for Teachers 86
Appendix 2: Request Letter to Conduct a Study in CNHS 88
Appendix 3: Approval Letter for Research Paper Adviser 90
Appendix 4: Approval Sheet 92
Appendix 5: Certification from Language Editor 93
Appendix 6: Transcript of Interview
Appendix 7: Copy of Transcribed and Analyzed Classroom Intensive
Observation
RESEARCHERS’ BACKGROUND

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 ACKNOWLEDGEMENTS

We would like to express our heartfelt gratitude to everyone who assisted in any way, who

participated in their time and expertise to make this possible research a reality.

Whatever the achievements and outcomes of all initiatives, there is an excellent to all effort,

striving, guidance, and gracious blessings, without which this task would have been impossible.

Our heartfelt gratitude goes to our research adviser, Diane Rose R. Cabigao, for her

unwavering support of our study and research and her patience, motivation, enthusiasm, and vast

knowledge. Her guidance helped us all the time research and writing this research. We could not

have imagined having a better advisor and mentor for our research study.

We also want to thank our research professor, Dr. Avelina M. Aquino, and our research

panelists, Dr. Florinda G. Vigonte and Dr. Salvador P. Yanga, Jr. They have been crucial in

realizing this study. Also, to our language editor, Ms. Divine Faith B. Carino, for her comments

and effort check and editing our study. The researchers genuinely salute their expertise and

surmount what seems to be an uphill task. Thank you for your time, suggestion and encouragement.

They allow us to get the necessary information to make this research possible.

To Calumpit National High School, our participants, and teachers, for their excellent

support, cooperation, and time to provide the author with all the needed information.

Above all, in our God Almighty, in providing wisdom, strength, assistance, and knowledge

in exploring things, guidance in assisting us in overcoming all the trials we face and providing the

courage to pursue our studies make this research possible.

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 ABSTRACT
Pedagogical code-switching is a shift between two or more linguistic codes to facilitate the

acquisition and comprehension in a structured or unstructured learning experience (Mangila,

2018). The researchers of this study investigated the types and functions of teachers' code-

switching in an English as a Second Language Classroom. The participants consisted of eight

qualified English teachers from the Junior High School Department of Calumpit National High

School. In naming the types and functions, this study used Wibowo et al. (2017) Analysis of Types

of Code-Switching and Fachriyah's (2017) Functional Categories of Code-Switching. Data from

intensive classroom observations and teachers' interviews showed that the participants utilized the

three different types of code-switching for various pedagogical reasons. Among the types of code-

switching, this paper found that teachers frequently used inter-sentential, followed by intra-

sentential, and the least used is tag-switching. The results showed that the participants mostly used

these top six functions: (1) Explanation, (2) Asking, (3) Translation, (4) Making Inferences, (5)

Emphasizing a Language Element, and (6) Class Discussion of Students' Tasks. The participants

viewed that using code-switching deliberately and with limitations is not a disadvantage but a tool

to ease students' understanding and facilitate learning. Because code-switching is a natural

occurrence among bilingual speakers, teacher training programs may need to include code-

switching as a deliberate teaching strategy. The findings of this study will be helpful, particularly

for language teachers, in understanding the functions and effectiveness of code-switching in the

classroom.

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 Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

In globalization, language discourse has tended to emphasize the growing importance of

English as the lingua franca for global communication. What goes unnoticed is that the growth of

English is increasing bilingual and multilingual people. We may even claim that a growing

proportion of the world's population is now bilingual or multilingual, which is a true mark of

globalization in the language environment. In today's changing world, bilingualism is becoming

increasingly common.

Bilingualism refers to the ability to use two languages or language codes. As time passes

by, perceptions and views about the concept of bilingualism have constantly been changing.

Bloomfield (1935, p. 56) coined the word and defined this term as the ability to utilize two

languages or to have "native-like control of two languages." Moreover, Li Wei (as cited in

Martin, 2014) mentioned that bilingualism encompasses more than just two languages. It also

includes the many people worldwide who have varied competency levels and interchangeably

use three, four, or even more languages.

In the Filipino people's experience, bilingualism and multilingualism were rooted a long

way before. However, there is a great deal of debate over the importance of bilingualism and

multilingualism in the educational process. Since the beginning of the twentieth century, there

has been much debate in the Philippines about the medium of instruction, with diverse

perspectives advocating for the use of one language — either Filipino, English, or other

vernaculars. In 1973, a compromise Bilingual Education Policy (BEP), that stipulates the use of

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English as a medium of instruction for English, Mathematics, and Science, and Pilipino or

Filipino, the national language, in all other subjects, was promulgated by the Department of

Education and Culture (DEC 1974). According to Tupas and Lorente (2014), scholars recognized

this policy as one of the world's earliest comprehensive bilingual education experiments.

With the Deped order no. 52, s. 1987, it is mentioned that the policy of bilingual

education aims to develop national proficiency in Filipino and English through the teaching of

both languages and their usage as instructional media at all levels. However, despite being

bilingual in Filipino and English, not all Filipino learners successfully learn English, their second

language (Gaerlan, 2016). One study found that code-switching was a leading factor in declining

language proficiency (Di, 2014). For instance, Yevudey (2013) stated that this linguistic

phenomenon of alternating languages as a code choice in the classroom has been debatable

among scholars interested in the language of education.

CODE-SWITCHING

Code-switching refers to shifting from one language to another by the speaker during the

speech. It is a phenomenon that commonly exists in bilingual societies where people use two or

more languages in a single discourse. Bilinguals can code-switch and use appropriate language

as resources to find better ways to deliver the meaning. It is the use of more than one language

while communicating. (Malik, 2018 para. 1-2).

This multi-language can occur within a single sentence or discourse (Billones, 2012).

Code-switching occurs as a natural linguistic phenomenon when a native speaker combines or

alternates his dialect and English in single utterances in the same setting. According to Valerio

(2015), code switchers pertain to the speakers who use two languages or dialects interchangeable

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in a single communication. People who tend to code-switch in the same conversation setting are

called code-switchers.

It was possible to code-switch every time there was a point in the utterance where the

structures of the two languages converged. As mentioned by Bautista (2004), there is code-

switching because of the following reasons: for ease in understanding, for brevity, for lack of

indigenous terms, for precision, emphasis, and clarity. Taglish or switching languages from

Filipino to English or vice versa in the same conversational setting comes to be a very

comfortable and beneficial variety to use. Metila (2009) supported that view, and she added that

the following are the main reasons for code-switching: (1) Easier self-expression; (2) loss of

words (e.g., translation problems, not knowing the right words; (3) influences of people around;

(4) Natural already (habit); (5) Exposure to two languages; (6) Fluency in speaking both

languages; and (7) to make the speakers feel comfortable.

Alternating two or more languages in the same conversational setting commonly occurs

in ESL classrooms. Code-switching in classroom instruction has recently received much

attention among Filipino scholars (Borlongan, 2012). Code-switching is a natural occurrence in

the Philippine context. Thus, code-switching between Filipino and English and borrowing

English words are born out of necessity. It is an unavoidable alternative used to teach new

concepts, to introduce new ideas in curricular subjects where the supposed medium of instruction

is English. Code-switching is a result of language adaptation in different situations.

Pedagogic Code-Switching

Classroom code-switching's pedagogical and communicative functions have always been

controversial among bilingual and multilingual nations. The Philippines is one of the countries

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continuously experiencing the dilemma of code-switching. In the Philippine classroom discourse,

Martin (2014) stated that Code-switching, also known as Pedagogic code-switching or classroom

code-switching, has become a complex matter. Hence, Filipino teachers must utilize solely

English in core courses such as mathematics and science and the English prescribed by the

Bilingual Education Policy. As Mangila (2018; in reference to Norrish, 2007) described,

Pedagogical Code-Switching is a shift between two or more linguistic codes to assist the

acquisition and comprehension of a notion or metalinguistic element in the continuous

progression of a structured or unstructured learning experience. Researchers in the Philippines

have observed the extensive application of code-switching in education, which improves learning

outcomes.

According to recent research, most English language teachers code-switch. In English-

dominated classrooms, they flagrantly disregard the 'English only' policy. Furthermore, Asuncion

(2010) discovered that switching to the mother tongue was the most common practice and

claimed that code-switching should not be classified as wrong or illegitimate because it aids

learners in becoming communicatively influential bilingual members of society.

It is imperative to comprehend language mixing patterns and identify why code-

switching occurs in the classroom as it is becoming increasingly common.

Difficulties in Second Language Classroom

Second language learners encounter several challenges, primarily due to the negative

influence of the mother tongue and cultural differences. According to Mohammed Rhalmi

(2014), it involves language transfer. The interference of the mother tongue in second language

acquisition is often known as language transfer. Learners apply knowledge from their native

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language to acquire a second language. Although this can help understand and use the target

language, it can also hinder proper internalization of the target language rules, resulting in

grammar, vocabulary, and pronunciation errors. Because learners tend to use their linguistic

knowledge of the mother tongue, some manners influence them, making it difficult to use and

understand the target language. Learners are affected in the following ways by their L1 (mother

tongue): (1) they map their L1 grammatical patterns inappropriately onto the L2 due to syntactic

differences between L1 and L2. (2) They mispronounce certain sounds or difficulties due to the

difference in phonological systems. (3) They confuse vocabulary items because their friends

misled them, such as words or phrases that look or sound similar in both the mother tongue and

the target language but differ significantly in meaning. When the mother tongue and target

language have many linguistic features, linguistic interference can correct language production.

However, the transfer might result in errors when both languages are different.

Rhalmi (2014) also added that the learner's culture might be a barrier to second or foreign

language learning. Cultural differences can lead to confusion and misconceptions. Because of

cultural differences, learners may have difficulty communicating with target native speakers.

Learning a second language involves learning to speak it and comprehend it. However, learners

will not achieve a high degree of proficiency unless they can use the target language effectively

in the target culture. Learners must make proper assumptions about what interlocutors are saying

to achieve pragmatic and sociolinguistic competence. When the L1 and L2 cultures exhibit

similarities, the premises contribute to learning. However, when cultural cultures differ in so

many ways, learning is affected.

One of the most important and fascinating aspects of human development is language

acquisition (Derakhshan, 2015). According to Derakhshan (2015), the first language pertains to

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the language acquired during early childhood, starting before about three years. The structures of

first and second language were different. Learners of L2 tend to have difficulty in pronunciation

because they face unfamiliar phonological rules. After all, their first and second language

structures were not the same. When the learner begins to assume word-for-word translation

equivalence and thinks that every L1 word has one translation in L2 is the only way a learner can

start to make conversation using the second language. But the vocabulary and academic

knowledge gaps determine that there is no available one-on-one equivalent, which causes

difficulties in students shifting from their first to the second language. Derakshan (2015) also

added that when learners of a second language want to write or speak in the target language, they

rely on their first language structures. If the structures are different, then many errors occur in

L1, indicating interference of the first language to the second language. Interference refers to the

mistakes traced back to the first language while the learners use the second language. Because of

the interference of habits from L1 and L2, learners experience difficulties in the second language

such as phonology, vocabulary, and grammar; they tend to transfer the forms, meaning, and

culture of their L1 to the foreign language and culture when trying to speak the language.

These difficulties have impacts on second language classrooms. According to Rhalmi

(2014), teachers must consider students' strategies for learning a second language. For example,

learners tend to use their linguistic knowledge of the mother tongue; learners try to transfer their

cultural knowledge to assume when communicating in the target language. Teachers must spot

and highlight those shared features that may contribute to the target language learning. They

must use caution while correcting mistakes because they may result from negative language

transfer or inaccurate assumptions about the target culture. Since alternating languages when

teaching and learning second languages, specifically English, has become a common practice in

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bilingual contexts. The researchers seek to determine the types of Code-Switching teachers

utilize in an English as a Second Language (ESL) Classroom and the pedagogical functions in

teaching the students' target language.

Significance of the Study

The researchers aimed to provide new insights into the English Language classroom. The

outcome of this research would help the teachers and the students assess whether utilizing

pedagogic code-switching may or may not be a helpful tool in learning and teaching English.

This study aimed to determine the pedagogical functions of the different types of code-switching

utilized by teachers in English as a Second Language (ESL) Classrooms.

The results of the study gave knowledge and a great benefit to the following:

Students. The result of this study was to help the students to become aware of how code-

switching utilized by their teachers affects their second language learning. They can apply the

knowledge and communication skills they have gained throughout the class for their future.

Teachers. The benefit of this research was for the teachers to spot and highlight those

shared features of code-switching that affect the students' target language learning. They

determined that code-switching helps to improve the ESL teaching in an actual classroom setup

and if it is an effective teaching strategy, specifically to the secondary grade levels.

The Academic Institutions and Administrators. The research benefit for academic

institutions and administrations was to promote the programs and learning strategies involving

code-switching as an educational tool in English as a Second Language Classrooms.

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 The Future Researchers. To give additional information for other researchers, this

could be a reference material for future studies related to code-switching. It may serve as a tool

for further discussions to innovate the current teaching strategies. The researchers hope that this

study will help other research as a reliable reference through knowing the outcome.

Statement of the Problem

The researchers had a chief concern regarding the types of code-switching teachers utilize

in a secondary English Language classroom and its pedagogical functions. To obtain all the

essential knowledge, data, and information, the researchers sought to answer the critical

questions as follow:

1. What is the profile of the teachers in terms of the following?

A. Age (must be within 25 to 35 years old)

B. Gender (Male / Female)

C. Years in Language Teaching (must have 5 to 15 years of experience)

D. Grade Level Assigned (Junior High School – Grades 7 to 10)

2. How frequently do teachers tend to code-switch in the same conversational context in a

classroom setting?

3. What are the different types of code-switching and their pedagogical functions commonly

utilized by teachers in an English language classroom?

4. What are the teachers' reasons and attitudes for using code-switching in an ESL

classroom?

5. What is the implication of teachers' code-switching to language teaching?

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Scope and Delimitations of the Study

The researchers aim to focus on teachers' utilization of Code-Switching in their actual

classroom setup. The research instrument involved interviews and intensive classroom

observations. The selection of participants is only limited since it has a set of criteria that the

teacher must be a teacher of English subjects in Junior High, with age 25-35 years old, and with

years of language teaching for 5-15 years. This research could also help them determine a

solution depending on the outcome of using code-switching as a pedagogic tool commonly used

by teachers in teaching the target language.

The researchers' primary purpose was to determine teachers' code-switching types and

pedagogical functions in the English as a Second Language Classroom in Junior High School of

Calumpit National High School in Calumpit, Bulacan.

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 Chapter II

THEORETICAL FRAMEWORK

The researchers present in this chapter the relevant theories, the related literature and

studies, the conceptual framework, and the definition of the study's variables.

Relevant Theories

The use and exposure to multiple languages have been noticeable in many countries due

to global travel, immigrants, economic and military contacts (Wang, 2017). These societies can

offer hundreds of languages and varieties in daily communication.

English is frequently employed for specific instrumental purposes but rarely used for

naturalistic communication outside the classroom. As a result, to improve content acquisition and

English language learning, employing English as a medium of instruction in academic subject

areas usually necessitates switching between languages (Cahyani et al., 2018).

Over the past years, there has been a growing interest in the subject of code-switching

(CS) in the process of teaching and learning second or foreign languages, particularly English

Language. Cahyani et al. (2018) defines code-switching as the systematic alternate use of two or

more languages within a single utterance or conversational exchange for communicative

purposes. It is a linguistic phenomenon commonly occurring in bilingual and multilingual speech

communities (Handayani & Yuliani, 2022). The term explains how the bilingual alternates

between two or more languages during a conversation. It is a natural way of communicating by

bilinguals; therefore, monolingual communication to separate languages in a multilingual

classroom is unnatural.

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 Given that the use of code-switching has been debatable over the past years, several

studies have proven that CS can be a bridge to the successful learning of the target language.

Cahyani et al. (2018) mentioned that between the official language of the lesson and a language

to which the classroom participants have greater access, code-switching provides creative,

practical, and safe practices. It is consistent with decades of a study confirming that code-

switching is a linguistic technique rather than a language issue. In the same vein, this indicates

that the students tend to be more active when they are allowed to code-switch to the language

that they are most comfortable with, especially if they are struggling with the second language

(Alieto et al., 2021).

Meanwhile, some academics believe that code-switching should not employ in

classrooms where students learn a second or foreign language. In second or foreign language

classrooms, using the target language's mother tongue or first language impairs the acquisition of

the target language. It means that language teachers' regular code-switching demotivates

students' interest in listening to the target language and leads to a poor level of proficiency in the

target language (Sakaria & Priyana, 2018). In support of this claim, Bravo-Sotelo & Metila

(2021) believed that though CS allows the teachers to be pleasant and establish a relaxed

learning environment, it also reflects sarcasm and superiority, which can intimidate students and

increase their fear. Tejano (2021) mentioned that the problem with the code-switching concept is

its basis on abstract concepts, such as the idea that languages are independent, structured, and

self-contained entities; and the ideological assumption that a bilingual or multilingual speaker

switches or shifts from one language to another then maps this to what is going on in the physical

world through speech.

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 The researchers reviewed various hypotheses and perspectives to shed light on the current

study. For this study to have a strong foundation, it will use Wibowo et al. (2017; Hoffman's

model in 1991) Analysis of the Types of Code-Switching, and the Fachriyah (2017) Functional

Categories of Code-Switching to identify the types and the pedagogical functions of code-

switching utilized by teachers in Junior High School English as a Second Language Classroom.

Analysis of Types of Code-Switching

Wibowo et al. (2017; in reference to Hoffman's model in 1991) analyzed and discussed

the three types of code-switching. Hoffman (1991) characterized the categories of code-

switching depending on the junction or scope of the language switching. Wibowo et al. (2017)

used this model as the primary theory to examine the different types of code-switching, such as

tag-switching, inter-sentential switching, and intra-sentential switching.

Tag switching is simply the insertion of a tag in one language in an utterance entirely in

the other language. Some examples of these in English are "you know," "I mean." These can be

inserted easily in the speech at the end of a thought, without regard for grammatical equivalence.

It involves the insertion of a tag from one language into an utterance in another language. This

code tag switching occurs when the speaker inserts an expression or brief-phrase (marker) at the

end of their speech which uses a different language. According to Eldin (2014, p.6), this form of

code-switching is the easiest to occur because tags typically have minimum syntactic restrictions,

ensuring that the speaker does not breach these syntactic norms when used sentences.

The next category is inter-sentential switching, which involves a significant amount of

syntactic complexity and conformity to the rules of both languages; therefore, speakers

performing this kind of switching are usually reasonably proficient in the participating languages

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(Wibowo et al., 2017). Code-switching occurs when one sentence utilizes one language, then the

other employs a different language. As a result, the language shifts between sentences while

maintaining the same pronunciation. According to Arlan et al. (2019, p.4), language switching

occurs at sentence boundaries in inter-sentential code-switching. When a complete sentence in a

foreign language is in the base language between two sentences, this is known as inter-sentential

code-switching.

The third category is intra-sentential switching, which happens inside the exact phrase or

sentence and includes components from both languages (Wibowo et al., 2017). This sort of

switching appears to have principles dictating how the syntax and morphology of both languages

interact, and as a result, bilinguals with high levels of fluency use this. The shift is done in the

middle of a sentence, with no interruptions, hesitations, or pauses to indicate a language change.

The speaker is usually unaware of the switch. Intra sentential code-switching occurs when a

word, phrase, or clause in one language shifts to a foreign language, but the speaker does not

interpret the thought in the preceding sentence and intends to continue speaking in that language.

Intra-sentential code-switching occurs without interruption, hesitation, or halt in the middle of a

sentence (Arlan et al., 2019, p.4). Intra-sentential flipping occurs within a clause or sentence

border, according to Ansar (2017, p.5).

Functional Categories of Code-Switching

The study of Fachriyah (2017, p.4) stated that the functions of code-switching are

fourteen, namely: (1) clarification, (2) reiteration or repetition, (3) explanation, (4) asking, (5)

translation, (6) checking for understanding, (7) emphasizing of a language element, (8) making

inferences, (9) developing vocabulary, (10) class discussions of student' tasks, (11) giving

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feedback, (12) aiding memorization, (13) class management, and (14) entertainment and general

communications.

1. Clarification

Both instructors and students do this to clarify or confirm (Fachriyah, 2017). She

explained that code-switching could be an instrument to clarify or reinforce earlier

explanations, information, queries, or assertions to avoid misunderstandings when

speaking in English. Code-switching is a technique for describing English courses by

having the speaker translate the code easier to understand.

2. Reiteration or Repetition

The teacher switches the code for repetition by repeating a statement from one language

to another. The purpose of code-switching is for the speaker to interchange the code for

duplication to align meaning in two languages for better comprehension (Fachriyah,

2017; Al-Ahdal, 2020; Santos &Tamco, 2020).

3. Explanation

When learning requires further explanation, code-switching allows the teacher to interact

or connect with students (Fachriyah, 2017:5). This function demonstrates when a teacher

explains in English and subsequently in another language so that learners receive an

explanation or information in two languages and comprehend it.

4. Asking

The fourth function is for the teacher or student to ask questions by switching the code.

Students’ express inquiries in L1 instead of English when the teacher interacts with the

basic vocabulary of English, causing the teacher to perform code-switching when

answering their queries (Fachriyah,2017:5)

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5. Translation

Speakers use this form of code-switching to convert a statement or an inquiry from L2 to

L1 (Fachriyah, 2017:5). It occurs when the speaker resorts to translating statements and

opinions because they may feel that what they are saying needs to be translated so

listeners can better comprehend the meaning of these statements and opinions and avoid

misunderstandings.

6. Checking for Understanding

The sixth function of code-switching is to ensure that code-switching from L2 to L1 or

vice versa is understood and review previously taught material (Fachriyah, 2017:5). The

teacher can utilize code-switching to verify students' knowledge of the information taught

and studied previously to assess or determine their comprehension of the topic during the

teaching and learning process.

7. Emphasizing a Language Element

The seventh code-switching function is to accentuate certain aspects of language. In this

situation, the instructor can swap codes during the teaching and learning process to stress

language aspects, particularly those connected to teaching materials in English, to

minimize misunderstandings between teachers and students (Fachriyah, 2017, p.6).

Students will understand linguistic aspects relevant to the content by switching codes

during the learning process.

8. Making Inferences

When we wish to conclude, we sometimes alter codes. It can be done in the teaching and

learning process when the teacher employs simple codes or, for example, English when

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 explaining the information, but when the teacher concludes the lesson, they explain

everything.

By altering the code to L1, you'll be able to do so. The code-switching function aims to

make a reference or conclusion from a teaching material (Fachriyah, 2017).

9. Developing Vocabulary

When teachers and students discuss vocabulary, one interprets or translates the terms into

the first language to better grasp the word(s) (Fachriyah, 2017, p.6). As a result, code-

switching might aid vocabulary development because when we discuss terminology,

others may interpret it into our first language, allowing us to understand the meaning.

10. Class Discussions of Student's Tasks

This type of code-switching is mainly to talk about the tasks that have been assigned

(Fachriyah,2017:6). The teacher might alter codes during the teaching and learning

process to help students truly understand their lessons. By switching from one language

to another, this code can assist students in understanding instructions. Students will do

the same way to explain the task to understand the clues accurately.

11. Giving Feedback

When a teacher asks students to react to what they have learned, code-switching usually

occurs in the teaching and learning process. The purpose of code-switching is to

determine how well students comprehend the content being studied (Fachriyah, 2017,

p.6).

When teachers and students employing codeswitching can grasp the discussion, the usage

in the teaching and learning process can help determine how students understand the

topic to discuss.

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 12. Aiding Memorization

Things that commonly occur in class where teachers frequently remind their students

about content, tasks, and regulations that students may have forgotten or not followed in

the past because it is critical not to be disregarded by students, therefore code

modifications frequently occur (Fachriyah, 2017, p.7)

13. Class Management

Some classroom activities do not require the transfer of knowledge as the primary goal;

in this situation, teachers utilize code-switching to aid class management during the

learning process (Fachriyah, 2017, p.7). During the teaching and learning process, the

teacher may switch codes due to this feeling when a notification occurs is not associated

with the knowledge transfer.

14. Entertainment and General Communications

The final function is for general communication and amusement. The research findings

are eliminating boredom, reducing stress, and adjusting to one another in educational

contexts (Fachriyah, 2017, p.7). When both the teacher and the pupils make jokes during

the teaching and learning process, they often switch languages to get or feel the humor.

Related Literature

According to Education First (EF), an international education company, the Philippines

dropped further from 20th to the 27th spot in the recent English Proficiency Index (EPI) last

2021. It calls for language educators to determine the challenges in developing students' target

language and make up for solutions by further academic research. In an article by Sun Star

Pampanga (2016) entitled "Code-Switching: A Form of Teaching Strategy," they give light that

22
finding the "right" approach or strategy in teaching remains one of the challenges among our

educators of today. Concerning this issue, educators consider code-switching as a form of

teaching strategy to aid the challenges of the students in their second language classroom.

Code-switching (CS), as described by Zainil and Arsyad (2021), is the act of switching

between two or more languages in discourse and is considered an inevitable language

phenomenon in a multilingual society. It means that speaking a second language (L2) alongside

one's original tongue is no longer unusual, mainly when speaking multiple languages. Mabule

(2015) mentioned that code-switching is "the shifting by a speaker from language A to language

B." In support of this description, Bhatia and Ritchie (2012) defined code-switching as the

phenomenon of switching from one language variety to another audibly or in writing to adapt to

a different context. CS can occur when someone understands many languages, and these

differences can lead to code-switching.

In its natural context, code-switching performs a variety of purposes. Speakers tend to

code-switch to manage, influence, communicate nuances of meaning and personal intent.

Research shows that in naturalistic contexts, code-switching occurs to let the communication

flow and linguistic development because the participants do not have the same amount of

understanding of both languages (Zainil, 2019).

Code-Switching in the Second Language Learning

Change is the only permanent thing in this world. In language, Borlongan (2012) pointed

out that views on language in education and language instruction must be open to the changing

times. As time passes by, change is inevitable. Teachers and learners must be available to change

to teach and learn a language successfully. Pascual's (2017) study described learning styles as a

23
dependent, verbal, analytical, impulsive, reflective, participatory, avoidant, competitive,

collaborative, etc. Every student has a different way of learning because learners have individual

attributes relating to the intake of new information regardless of their environment.

There is little doubt that the use of code-switching has sparked a surge of interest among

academics in recent years. This substantial interest has consumed large amounts of literature,

resulting in a slew of conflicts and divergent viewpoints. Kkese (2020) emphasized code-

switching in two ways: a linguistic competence marker and its different functions in the learning

process. Code-switching is inevitable in a single classroom context, and as a result, there appear

to be two opposing opinions of the use of code-switching in the classroom: negative and positive.

If L1 is overused and unsystematically used, it can demotivate the students' use of L2 in many

ways. However, using L1 as a learning tool can benefit the student's language learning, if it

occurs appropriately based on their proficiency levels.

Positive Attitudes Towards Code-Switching

In an educational context, Bhatti et al. (2018) emphasized that although English remains

the dominant language in the classroom, both teachers and students frequently code-switch as it

is a bridge for communication gaps and a functional method to help students with low English

proficiency. In addition, in a context where teachers and students share pedagogical viewpoints,

they justify the use of code-switching in activities connected to comprehension and learning. As

part of the students' learning, code-switching can aid communication and exploratory

conversation in the classroom. The inclusion of a first language in the teaching and learning of a

second or foreign language not only makes it easier for teachers to explain grammar and

discipline, but it also helps students in comprehending complex concepts (Sakaria & Priyana,

2018).

24
 Most of the teachers demonstrated positive opinions about code-switching and agreed

that it could benefit their classes, as it is one of the most effective strategies for helping their

students obtain clear ideas on the subject matter (Promnath & Tayjasanant, 2016). This strategy

made the students understand more of the lesson and increased their confidence and comfort in

the teaching process. Rezaee & Fathi (2021) said that in foreign language classes, code-

switching could be a beneficial advantage for bilingual teachers, especially when it comes to

decreasing student stress and improving relationships.

According to current code-switching scholars, this approach of balancing the use of TL

and students' mother tongues will aid in the cognitive process of learning a second language and

stimulate the development of bilingual or multilingual speakers (Wang, 2017). CS is usually

noticeable to monolingual or bilingual individuals since the speakers need to input a random

word from another language without breaking the language's grammatical rules. Using code-

switching in the classroom helps bridge the gap between the teacher and the students, mainly

when providing instruction, discipline, and conveying crucial topics to ensure equitable and

effective teaching and learning.

In the same vein, Modupeola, 2013 stated that code-switching by teachers had been a

source of contention. Scholars consider this language practice an automatic and unconscious

behavior because it is not always consciously performed. Nevertheless, it executes some

essential functions. Teachers use the code-switching method to allow students to interact and

develop their understanding. It further helps to improve the flow of classroom education because

teachers do not have to spend as much time trying to explain concepts to students or looking for

the most straightforward terms to clarify any confusion. The teacher can utilize code-switching

25
by starting the class in English and transitioning into the second language and back. It ensures

that the lesson is as communicative as possible.

Negative Attitudes Towards Code-Switching

However, some linguists oppose this definition of code-switching; according to them,

code-switching is an act of laziness or mental sloppiness and inadequate command of the

language (Akynove et al., 2012). Given that the use of code-switching has been debatable over

the years, other researchers debunk the use of CS as a bridge to the successful learning of the

target language. According to them, using a monolingual strategy, such as teaching English using

English, arguably contributes authenticity to the teaching and learning process, allowing students

to become more comfortable with the target language.

For instance, some scholars consider code-switching as an unacceptable teaching

strategy. Adebola (2011) suggested that teachers use English in ESL courses for instruction and

communication and shifting to the native tongue is highly discouraged. The same author

supported this claim by asserting that using a monolingual approach as a pedagogic strategy

allows more exposure to the second language. It represents the fact that the excessive use of the

learner's first language becomes a barrier to students gaining English proficiency, and when

learning is less disrupted, higher accomplishment is more likely to be achieved. Overuse of L1 in

the L2 classroom negatively influences students' achievement and competency in L2. The

teachers in the study of Adriosh and Razi (2019) overwhelmingly agreed with this conclusion.

As a result, when alternative methods fail to deliver the necessary message in L2, L1 should only

be used as a last option.

26
 Sabah (2015) indicated that though code-switching can help with classroom learning and

contribute to improved classroom participation and coherence, teachers should remember that

they should only utilize code-switching when necessary because English is the language of

instruction. Although code-switching benefits the learning environment, teachers and students

might abuse it and consider it a rule rather than an exception. According to Sabah (2015),

"The teachers who considered classroom code-switching negatively verified their

response by stating that it interferes and hinders the natural environment of language

learning. Regular code-switching is not beneficial neither for students nor for teachers. If

the students can use it, they will employ it more frequently whenever they speak. It

affects aimed fluency and skill, which students may never achieve. Even teachers' fluency

and proficiency may be at risk if they are not careful in using code-switching and target

code-switching."

Littlewood and Yu (2011) urge teachers to construct language-rich classrooms that

encourage students to use English in all aspects of their lives, teach English through English, and

engage with one another in English. Although offering a first language equivalent may be

viewed as a shortcut to building comprehension of the discussion, Macaro, and Lee (2013)

believed it could impoverish students' ability to attempt understanding by inference.

In addition, Ferguson and Kirkpatrick (2012) argue that language teachers should

concentrate on figuring out how to use code-switching rather than debating which medium is

best because they can use English and other languages in conjunction to help students master

English in a bilingual or multilingual context. In support of this claim, in the study of Shuchi &

Islam (2016), they propose that "a judicious and moderate use of L1 does not hinder learning;

rather, it assists, aids and facilitates the teaching and learning process thus providing the teacher

27
with an effective pedagogical tool for maximizing the learning outcomes". Scholars should

recognize the utilization of code-switching to bridge communication gaps rather than its deemed

inefficacy (Alieto et al., 2021).

Related Studies

Though translation was "technically" banned from the FL classroom, the pedagogical

reality was far more complicated, despite the long-held belief that translation constituted a toxic

element in language instruction (Gutierrez, 2018). It is easy to see how the yoked word of

grammar-translation technique, which identifies a 'villain' which teachers should kick out of the

classroom, is apt to reflect this unfavorable evaluation, especially when it comes to multilingual

translation or the usage of students' native languages.

Grant and Nguyen (2017) identified bilinguals as not two monolinguals in the same

person, shutting off one language while using the other, but rather those who integrate

information from both languages to communicate. In the EFL classroom, this entails the teacher

delivering instructions to students, although, as previously said, classrooms are frequently

compound bilingual places where code-switching is unavoidable. In language acquisition, code-

switching involves various processes and functions. Thus, learning objectives should be

addressed to determine whether it is necessary or not. As a result, many scholars have intensively

researched pedagogic code-switching techniques to determine why its usage reasons widely.

Pedagogic Code-Switching

Mangila (2018) has labeled pedagogic code-switching as a fundamentally utilized

strategy to overcome communication gaps and ensure the smooth continuity of classroom

lessons. As a result, there is a better chance of achieving one's educational objectives.

28
Furthermore, research suggests that code-switching can fill linguistic gaps and achieve specific

discursive goals when used effectively. Consequently, the teacher must have a moderate to a

high degree of communicative competence among the languages engaged in the alternation for

code-switching to function effectively. Bravo-Sotelo (2020) also supported this practice and

stated that using Tagalog-English code-switching is regarded as instrumental for the learners to

grasp the courses fully. In that way, teachers can employ a code-switching strategy to provide

students with opportunities to communicate and enhance students understanding.

Studies on code-switching in content subjects have shown that teachers and their students

used code-switching between English, the medium of instruction, and the student's mother

tongue or the vernacular. Alternating between languages in the classroom is usually caused by

the fact that teachers and students have insufficient command of the medium of instruction,

which happens to be a foreign language.

Previously, code-switching between a foreign language employed as a medium of

instruction and the student's native tongue was a sign of a lack of command. Some studies have

even stated that switching from a foreign language to the student's native tongue as the teaching

medium is detrimental to students' linguistic and cognitive development. Teachers of content

subjects must teach English to their students, and code-switching will impede them from

fulfilling that responsibility.

Xu (2012) claims that teacher code-switching is a complicated language use that serves

various pedagogical purposes. According to Cahyani et al. (2018), in bilingual programs,

teachers' pedagogical and socio-cultural roles in code-switching are crucial in attaining the dual

goals of subject and language learning. When teaching bilingual subjects, it is vital to keep in

mind that the purpose of the instruction is two-fold: to teach content and educate language.

29
 On the other hand, teachers' code-switching has been a contentious subject because it is

sometimes done unconsciously and spontaneously rather than as a deliberate instructional

method. However, when teachers switch between languages to improve their instruction, code-

switching can help students gain better knowledge and participate in the discussion (Cahyani et

al., 2018). Although, according to Grant and Nguyen (2017), CS can only be a positive strategy

in the EFL classroom if it is employed carefully and deliberately, but not if it becomes a habit.

Meanwhile, teachers frequently discourage students from using code-switching and insist

they utilize the target language. Using the L1 in a second language classroom or in a school

where English is the teaching medium sometimes makes teachers feel guilty and uncomfortable.

According to Cheng (2013), teachers come to class with a negative attitude toward code-

switching, even though it is still noticeable in the classroom. Despite its widespread acceptance,

teachers should only use L1 with caution to teach complex grammatical rules and concepts that

are difficult to understand.

Yet, over the years of this debatable topic, it appears that some scholars have recently

begun to view code-switching as a teaching and learning tool rather than an indication of

insufficient competency in a foreign/second language.

In their study, Adriosh and Razi (2019) found that learning is more accessible when

employing L1 with purpose and awareness for a particular purpose. The fact that both teachers

and students support the use of L1 demonstrates that students cannot fully realize L2 learning

until L1 contributes in a meaningful way. It is necessary to significantly enhance teachers'

awareness of the practicality of classroom code-switching as it impacts students' understanding.

Teachers' code-switching also mediates rather than interrupt students' learning and benefit the

30
target language. Aside from that, the learning and teaching process relies on social interaction,

and CS is a natural element of that interaction.

However, while Sakaria and Priyana's (2018) study acknowledges the possibility that

overuse of a student's first language in a second or foreign language classroom may lead to

overdependence in the students, it encourages teachers to use it as a teaching and learning tool. A

language practice that facilitates students' knowledge construction in the target language and

improves interpersonal interaction between themselves and their students, to the benefit of the

students.

The study of Simasiku, Kasanda, and Smit (2015) found that code-switching might

improve academic accomplishment; hence, they proposed that code-switching be employed to

grasp topic subjects better and promote teaching and learning. Furthermore, they observed that if

there's an assurance that teachers are doing the right thing by code-switching and perceived as

linguistically competent, their use may achieve its functions, namely improving teaching,

learning, and idea clarification. Teachers must decide when to use their students' first language

and when to use a foreign language to facilitate comprehension and meaningful participation of

their students, which ultimately leads to improved academic achievement (Simasiku, Kasanda, &

Smit, 2015). Likewise, Yamat (2011) views code-switching as scaffolding that assists students in

learning content and argues that it is inevitable that code-switching occurs in the classroom.

Teachers' Reasons for Using Code-Switching in the Classroom

In practice, teachers find English-only education in the classroom difficult. Teachers have

noted that students with inadequate English proficiency have difficulty grasping teachers'

instruction and engaging in class. Understandably, English language learners in an English-only

classroom are delayed in their linguistic, cognitive, and academic development until they grasp

31
enough English teaching to reap any advantages (Chen & Avila, 2015). In the study of Promnath

and Tayjasanant (2016), teachers agreed that there should be language switching in the

classroom, as it can help both teachers and students in many ways, e.g., to compare the

differences and similarities between the two languages, and in terms of forms and meanings; to

build their confidence; and to reduce their stress. Most ESL learners think that they benefit

because of teachers' code-switching, and it helps in learning a language in a better way (Nordin,

Ali, Zubir, & Sadjirin, 2013).

As pointed out by Zainil and Arsyad (2021) in their study, the main reasons expressed by

the teachers were pedagogic purposes. When they teach grammar, emphasize specific concepts,

translate new vocabulary that the students are unfamiliar with, and occasionally assist

comprehension. Code-switching has a wide range of pedagogical purposes in classrooms. (1) In

linguistic insecurity, for example, the difficulty teachers experience in relating new concepts; (2)

Topic switch, for example, when the teacher switches code according to which topic is under

discussion; it might be suggested, for instance, that certain aspects of foreign language teaching

such as grammar instruction express in the mother tongue of the students are more preferred; (3)

Affective function, for example, spontaneous expression of emotions and emotional

understanding in discourse with students; (4) Socialising functions, for example, when teachers

turn to the students' first language to signal friendship and solidarity; (5) Repetitive functions, for

example, when teachers convey the same message in both languages for clarity.

In the same vein, Zainil (2019) identifies two significant categories of code-switching

among instructors: pedagogical and affective. Teachers appeared to code-switch on purpose to

save time while teaching grammar, assisting low-achieving students, and meeting instructional

32
objectives. Teachers were using their first language to teach EFL to cover the content of their

curriculum in a specific time frame.

Moreover, Alieto (2021) identified three significant categories that encapsulated the

teachers' reasons for switching to the learner's L1 in the ESL classroom. First, it carries out for

curriculum access. Second, teachers utilize code-switching for classroom management to

discipline the learners and keep them motivated and participative in every class discussion. And

the third one is for interpersonal relations. Classroom management concerns, teaching grammar

and vocabulary, providing a link between students and themselves, contextualization of concepts

or phrases with no sensible counterpart in L1, and explanation of ambiguous and complex ideas

are all reasons why language educators employ Code-Switching (Sali, 2014).

In addition, Modupeola (2013) stated that code-switching aims to build intimate

interpersonal relationships among people who share the same code. It can be a tool for creating

linguistic solidarity, especially between individuals who share the same ethnocultural identity.

The same author added that affective function is also essential in expressing emotion and

building a relationship between the teacher and the student. In support of this view, Sabah (2015)

revealed in his study that classroom code-switching occurs when teachers want to establish

personal ties and for the student to be responsive and welcoming. The teachers apply code-

switching to communicate more effectively with the students.

Ma (2019) explored the multiple functions of L1 used by the teacher and the students at

the elementary level with adult migrants in Australia. The data revealed that the teachers

employed L1 frequently for educational and social reasons. They also claimed that it kept the

students' behavior in check. The teachers used L1 to offer instructions, elicit responses, and

33
explain. On the other hand, students used it to ask questions, justify their lack of L2 skills, and

offer peer assistance.

According to Grant and Nguyen (2017), affective factors, rather than pedagogical factors,

might significantly impact a teacher's CS. For instance, Bahous et al. (2014) discovered that

university teachers were usually unaware what their CS and thus had no idea about the function

of L1.

In addition to communication and classroom management, code-switching is also a

learning scaffold to make cognitively complex subjects more accessible to understand

(Littlewood and Yu, 2011). It implies that CS would keep the discourse flowing by translating

new vocabulary that the students may not be familiar with and repeating the concept or sentence

from L1 to L2 and vice versa. In addition, due to their lack of linguistic ability in their second

language, students frequently switch to their mother tongue to use equivalency. In some ways,

this defensive technique assisted them in remaining involved in an ongoing dialogue. According

to various research, code-switching has different reasons and functions. However, teachers

mainly utilized code-switching for pedagogical purposes, such as translating complex language,

facilitating communication, and simplifying challenging concepts.

Teachers code-switch for various reasons, including cultural reasons, politeness, and,

most importantly, to help their students understand the concepts. In most cases, teachers use

students' native language as a teaching approach to assist them in comprehending content that

would have been too difficult for them to understand without instruction in another language

(Sakaria and Priyana, 2018).

34
 The study of Grant and Nguyen (2017) entitled "Code-switching in Vietnamese

University EFL teachers' Classroom Instruction: A Pedagogical Focus," recommended the

following:

First, teacher education programs should teach beginning teachers how to employ code-

switching as an intentional teaching method for various pedagogical and affective reasons.

Meanwhile, teachers should examine their current practice of translating tasks and instructions

from the target language to the first language as soon as possible so that it does not become

habitual and demotivating for students who may learn to neglect the target language and use their

L1 instead.

Second, as students’ progress through the educational system from primary to high

school to university, the government should provide more staff development for ESL teachers to

increase their awareness of their own CS practice, learn the value of CS as a teaching tool, and

understand the benefits of gradually removing some of the CS scaffolding and focusing more on

the target language. The first approach is to raise teachers' awareness of the CS issue in the

language classroom.

Finally, future research on code-switching should look at CS in primary and secondary

schools and involve more teachers and universities.

Synthesis

Understanding how teachers perceive and use code-switching in their educational

contexts is critical because it allows teachers and academic researchers to get insights into the

influence of code-switching on learning from a qualitative perspective. There has been a great

deal of debate about the use of code-switching in learning the target language. Today, this

35
linguistic phenomenon is widespread in ESL / EFL classrooms worldwide, and students have

positive and negative attitudes towards teachers' code-switching in the classroom (Abdolaziz &

Shahla, 2015).

On the one hand, Promnath and Tayjasanant (2016) believed that code-switching can

help students manage the class effectively. The teachers could see that their students were more

secure and confident, and code-switching was easy for students and the teachers; it could save

time and make students feel more confident and comfortable in their learning. In the same vein,

others recognize code-switching as a teaching method for a second language or to deliver

language samples to aid language development. Contrary to this belief, Littlewood and Yu

(2011) stated that this practice is controversial among some teachers since it has adverse

implications for students' language learning. Students may find it challenging to improve their

abilities in the target language if the teacher engages in this behavior frequently.

Recommendations from different studies mostly have the same point of view: to

thoroughly investigate the types and functions of code-switching used in teaching the target

language. For instance, research findings demonstrated that teachers frequently use code-

switching in their English education for pedagogical and affective reasons. When done

purposefully and judiciously, code-switching could be helpful in the EFL classroom, unlike

when teachers utilize this linguistic phenomenon often and habitually. Teacher training programs

may need to include code-switching as an intentional teaching method because it becomes

natural among bilingual speakers.

Conceptual Framework
The Conceptual Framework presents how the researchers conducted this study. The

researchers aimed to analyze Code-Switching by the following: Profile of the Teachers (age,

36
gender, years in language teaching, and grade level assigned), Frequency of Code-Switching,

Types of Code-Switching, Pedagogical Functions of Code-Switching, Teachers' Reasons and

Attitudes for using Code-Switching, and the implication of Teachers' Code-Switching.

Profile of the Teachers

A. Age
B. Gender
C. Years in the field of
Language Teaching
D. Grade Level Assigned

Implication of
Frequency of
Teachers' Code-
Code-Switching
Switching

CODE-SWITCHING

Teachers' Reasons
and Attitudes for Types of Code-
using Code- Switching
Switching

Pedagogical
Functions of
Code-Switching

Figure 1. Conceptual Framework of the Study

37
Definition of Terms

For a comprehensive view, the data points listed below are defined:

Bilingualism. Bilingualism can be defined as listening, reading, speaking, and writing in

two languages. Children can learn it at a young age in areas where most adults speak two

languages. Bilingualism can also utilize two languages in the classroom, mainly to help students

learn a new language.

Code-Switching. It refers to a speaker's transition from one language to another during a

speech. In the Philippines, code-switching is a common thing.

ESL (English as a Second Language). The study of English by nonnative speakers in an

English-speaking environment is known as English as a second language. It is typically taught to

students whose first language is not English to improve their English speaking, reading, writing,

and listening skills.

Inter-Sentential. A large amount of syntactic complexity and adherence to both

languages' rules; as a result, speakers who do this type of switching are usually reasonably good

in both languages. It happens when one sentence uses one language, and the next uses a different

one. As a result, the language changes from sentence to sentence despite keeping the same

pronunciation.

Intra-Sentential. Bilinguals with high degrees of fluency use this switching because it

appears to have certain principles controlling how the syntax and morphology of both languages

interact. The shift occurs in the middle of a phrase, with no interruptions, hesitations, or pauses

to signal a language change.

38
 Language Practice. It refers to the materials and activities connected to reading, writing,

and spoken communication. The knowledge of the rules that influence the ways known as a

language and the use of that code in diverse settings are all part of these practices. Language

practitioners are often bilingual and work in translation, interpreting, text editing, copywriting,

language planning, and language management. In this research, the language practices meant are

the code-switching acts of the teachers.

Lower-secondary levels. In the Philippines, secondary level education is also known as

high school and has four levels. The lower secondary level comprises the first two levels, Grades

7 and 8.

Mother Tongue (L1). It is a person's first language, which they learned at birth. Also

called a first language, dominant language, home language, and native language.

Pedagogic Code-Switching. A shift between two or more linguistic codes to assist the

acquisition and comprehension of a notion or metalinguistic element in the continuous

progression of a structured or unstructured learning experience.

Pedagogy. The study of teaching methods and the goals of education and how educators

might realize these goals. Teachers' teaching views influence pedagogy and is concerned with the

interaction of culture and different learning styles.

Tag Switching. It is the insertion of a tag in one language into an entirely different

language speaker. Since tags often contain minimum syntactic limits, guaranteeing that the

speaker does not break these syntactic rules when employed in specific phrases, this type of

code-switching is the most common.

39
 Chapter III

RESEARCH METHODOLOGY

Specifically, the researchers discuss the study's methodology, techniques, population, and

sample in this chapter. It also discusses the study's research instruments and validation and the

data collection and processing procedures.

Methods and Techniques of the Study

The researchers made use of the descriptive-qualitative method in this study. In the same

way, it employed two techniques: intensive classroom observation (e.g., note-taking, audio, and

video recording) and semi-structured interview for teachers. It is descriptive research because it

systematically describes a situation, problem, phenomenon, service, or program. It described the

profile of the participants, and it sought to determine the types and pedagogical functions of

code-switching commonly utilized by teachers in a lower-secondary ESL classroom. Researchers

chose the descriptive design because this is a more practical and suitable design to collect data,

resulting in more effective research.

The researchers also used a qualitative approach. For the researchers to gather data about

the types and the functions of teachers' code-switching, employing qualitative is a more suitable

approach. It is an approach that puts a premium or high value on people's points of view

conditioned by their traits. Specifically, the researchers used this approach to collect data through

intensive classroom observation (e.g., note-taking, audio, and video recording) and semi-

structured interviews. This approach helped them determine the types and functions of teachers'

code-switching. The researchers used thematic analysis to examine the data acquired from the

40
semi-structured interview to find crucial patterns that will aid the researchers. It is a widely used

and fundamental method for analyzing qualitative data.

Population and Sample of the Study

The participants of this study were Junior High School English teachers from Calumpit

National High School (CNHS).

The chosen participants were composed of two English teachers from each grade level. In

this research, the researchers decided to utilize the convenience sampling method. Convenience

sampling is a specific non-probability sampling method that relies on data collection from

population members who are conveniently available to participate in the study.

Furthermore, two of the researchers of this study interned at Calumpit National High

School and witnessed first-hand how teachers used English as a medium of instruction during

classroom discussions. Moreover, participants were chosen according to the set criteria and

based on the availability of Junior High School teachers during the Face-to-Face classes.

However, the researchers continued to consider the two reasons before conducting this research.

First, the teachers taught English as a Second Language to young learners. Second, teachers were

willing to be fully observed and interviewed by the researchers to collect the data

comprehensively. Eight ESL teachers enlisted as participants of this study, comprised of seven

females and one male with ages ranging from 25 to 35 years old, which must also have 5 to 15

years of experience in language teaching. Researchers maintained the anonymity of the

participants' profiles to protect the confidentiality of their identities.

41
Research Instrument

In this study, the researchers utilized intensive classroom observation (e.g., note-taking,

audio, and video recording) and semi-structured teachers' interviews to address the research

questions and establish validity.

With two instruments, including an audio and video recording and field notes, the

researchers conducted four intensive classroom observations per teacher to gather data about

teachers' code-switching types and pedagogical functions in the classroom setting.

This study also conducted semi-structured interviews with open-ended questions with

the teachers. The purpose of the interviews was to gather data that relatively supports the

findings of the classroom observations and investigate the teachers' situations they frequently

tend to code-switch and their reasons and attitudes towards code-switching.

Data Gathering Procedure

The researchers used two data collecting techniques to address all research questions: (1)

classroom observations and (2) teachers' interviews.

Classroom Observations. The researchers conducted thorough classroom observations

to collect data on the types of code-switching used by teachers and the functions of their code-

switching using two instruments, including audio and video recordings. For this research to have

a strong foundation, the researchers primarily used Wibowo et al. (2017; Hoffman's model in

1991) Analysis of Types of Code-Switching, and the Fachriyah (2017) Functional Categories of

42
Code-Switching as models. It is to identify the types and the pedagogical functions of code-

switching utilized by teachers in a lower-secondary ESL classroom.

Researchers conducted two to four classroom intensive observations for each English

teacher in the Junior High School department of CNHS during their face-to-face classes. The

researchers adapted this method in the study of Yeduvey (2013), in which the author employed

three classroom observations for four teachers, a total of 12 meetings.

Teachers' Interview. The researchers interviewed the teachers, providing them with the

research details, such as its topic and purpose. The researchers adapted semi-structured questions

from the article "Code-switching in Vietnamese University EFL Teachers' Classroom

Instruction: A Pedagogical Focus," published last November 2017. Its purpose is to get the data

on when teachers frequently tend to code-switch and teachers' reasons and attitudes for using

code-switching. (See Appendix 1)

Data Processing

The researchers of this study conducted intensive classroom observation in four meetings

of each study participant. Each session lasted about 50 minutes but did not exceed 1 hour and 30

minutes. The researchers determined the teachers' profiles to the following: age, gender, years in

language teaching, and grade level assigned. The data gathered from intensive classroom

observations were analyzed using the Analysis of Types of Code-switching presented in the

study of Wibowo et al. (2017): (1) Tag switching, (2) Inter-sentential switching, and (3) Intra-

sentential switching; and Functional Categories of Code-switching in the study of Fachriyah,

(2017, p.4) namely: (1) clarification, (2) reiteration or repetition, (3) explanation, (4) asking, (5)

43
translation, (6) checking for understanding, (7) emphasizing of a language element, (8) making

inferences, (9) developing vocabulary, (10) class discussions of student' tasks, (11) giving

feedback, (12) aiding memorization, (13) class management, and (14) entertainment and general

communications.

After gathering the data in classroom interactions, the researchers conducted a semi-

structured interview with the participants. They transcribed audio and video recordings of class

sessions and interviews with teachers and processed them to find the most common traits and

phenomena. The data was evaluated and coded using the research questions as a guide.

The researchers utilized qualitative analysis and thematic analysis to organize the data

and identify common themes, concepts, and patterns that appeared repeatedly. This analysis

examines qualitative data, such as interview transcripts and observation schedules, by looking for

commonalities, relationships, and variances throughout a collection of data (Adriosh and Razi,

2019). As the data were collected using two different instruments, the researchers used thematic

analysis to analyze the frequency of teachers' tendency to code-switching and their reasons and

attitudes towards using this linguistic phenomenon in an ESL Classroom. They mainly applied

this analytic framework to the study's second and fourth research questions by comparing the

themes from transcribing the semi-structured interview with the participants.

The researchers also used NVivo Qualitative Data Analysis to analyze the data gathered

in the interviews and identify the common themes that appeared repeatedly using a word cloud.

They also utilize Microsoft Word Dictation Tool to transcribe audio and video recordings during

the intensive classroom observation and semi-structured interviews with teachers. They

44
employed additional manual transcription and analysis of data to ensure the validity of the

results.

45
 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The researchers thoroughly describe the comprehensive findings derived from the data

collected, analyzed, and interpreted in this chapter. The qualitative results focus on teachers'

code-switching types and pedagogical functions in a secondary English Language classroom.

Outcomes are presented based on the arrangement of specific problems posed in Chapter 1 as

follows:

Question 1 aims to determine the profile of the participants in terms of their age, gender,

years in the language teaching, and grade level assigned.

Question 2 pertains to how frequently the teachers' code-switching in the same

conversational context.

Question 3 identifies the types and the pedagogical functions of code-switching teachers

commonly utilize in an ESL classroom.

Question 4 presents the teachers' reasons and attitudes for using code-switching in an

ESL classroom.

Question 5 identifies the implication of teachers' code-switching to language teaching.

1. Demographic Profile of the Participants

The first part of the semi-structured interview for teachers aimed to get their demographic

profile regarding their age, gender, years in language teaching, and grade level assigned as the

study participants.

46
 Participants Age Gender Years in the Grade Level

Language Assigned

Teaching

Teacher A 32 yrs. old F 9 yrs. Grade 7

Teacher B 29 yrs. old F 9 yrs. Grade 7

Teacher C 35 yrs. old F 15 yrs. Grade 8

Teacher D 34 yrs. old F 14 yrs. Grade 8

Teacher E 30 yrs. old F 10 yrs. Grade 9

Teacher F 39 yrs. old M 9 yrs. Grade 9

Teacher G 31 yrs. old F 10 yrs. Grade 10

Teacher H 30 yrs. old F 12 yrs. Grade 10

Figure 2. Demographic Profile of the Participants

Out of the 13 faculty members of the English Junior High School Department of

Calumpit National High School, eight teachers qualified to the set criteria for the age, which

must be 25 to 35 years old, and the years of language teaching, which must have 5-15 years.

The data gathered on teachers' demographic profiles shows that the English Junior High

School Department is female-dominated. Of the qualified eight teachers, seven are all female,

and only one is male. These teachers are teachers of various levels from Grade 7 to Grade 10.

The researchers were able to get two qualified teachers on each grade level. They aimed to get

participants from all year levels in Junior High School, considering the recommendation of Grant

and Nguyen (2017) that future research on code-switching should look at code-switching in

primary and secondary schools and involve more teachers and universities.

47
2. Frequency of Teachers' Tendency to Code-switching in an ESL Classroom

Figure 3. Word Cloud Representation of the Codes from the Participants’ Answer in Interview

Question 2

The figure above represents the similarities of the teachers' answers to the question when

they frequently tend to code-switch, and the finding supports the second research question of this

study. Furthermore, on the second question from the semi-structured interview with the

participants, the result is consistent on when they usually tend to code-switch. For instance,

giving instructions and illustrations to the students easily understand, facilitating learning,

having more interactions, and boosting confidence and understanding are the typical situations

for the teachers' tendency to code-switch. However, the prevailing situation in which the teachers

tend to code-switch is to ease students' understanding and give instructions. It implies that the

teachers' use of this linguistic phenomenon entails their delivering of education to students.

Excerpt from the teachers' interview indicated:

48
Participant D

"So, if I see that my students did not understand what I'm trying to say, I do switch to
facilitate learning, and that's my purpose. However, it should be pure English, but there
is a limitation. For instance, if you give an example, they will not easily understand that,
but they will understand if you use Layman's term. I use Layman's term since my purpose
was to facilitate them in learning and easily understand what I am talking about. On the
other hand, I used English in my English Subject and, most of the time, we should speak
in English. And I encourage them to speak also in English. However, you will see in their
facial expression that the students did not understand, and that’s why I code-switch to
facilitate learning."

In addition, all the participants’ answers are consistent with the study of Chen and Avila

(2015). They stated that teachers find English-only education in the classroom difficult in

practice. Teachers have noted that students with inadequate English proficiency have difficulty

grasping teachers' instruction and engaging in class. In Promnath and Tayjasanant's (2016)

study, teachers agreed that language switching should also be in the classroom. According to

them, it can help both teachers and students in many ways, e.g., to compare the differences and

similarities between the two languages in terms of forms and meanings, build their confidence,

and reduce their stress. Classrooms are frequently compound bilingual places where code-

switching is unavoidable Grant and Nguyen (2017).

3. Different Types and Pedagogical Functions of Teachers' Code-Switching in an ESL

Classroom

The researchers analyzed the transcripts of the intensive classroom observations to

determine the types and pedagogic functions of the teachers' code-switching in an ESL

classroom. According to the findings, English teachers code-switched in their classrooms for

various pedagogical reasons. The types of code-switching utilized by teachers and their

49
pedagogic functions are discussed in the following discussions based on excerpts from the

transcripts of classroom observations.

3.1 Types of Teachers’ Code-Switching in an ESL Classroom

The researchers determined the types of teachers' code-switching in this study by

analyzing the intensive classroom observations, which served as the primary data source to

answer the third statement of the problem of this study. They employed additional manual

transcription and analysis of data to ensure the validity of the results. The findings showed that

the teacher used code-switching, which involved English and Filipino.

The teachers’ different types of code-switching were analyzed based on Wibowo et al.

(2017; Hoffman's model, 1991) Analysis of the Types of Code-Switching. According to the

experts mentioned above, there are three types of code-switching: intra-sentential, inter-

sentential, and tag-switching.

3.1.1 Teachers’ Inter-sentential Code-Switching

Inter-sentential switching involves a significant amount of syntactic complexity and

conformity to the rules of both languages; therefore, speakers performing this kind of switching

are usually reasonably proficient in the participating languages (Wibowo et al., 2017). This

switch occurs when one sentence utilizes one language, then the other employs a different

language. As a result, the language changes from sentence to sentence despite keeping the same

pronunciation.

Furthermore, inter-sentential switching was the most dominant type used among the

participants of this study. Eight out of eight participants mainly utilized this type while handling

classes. It involves switching between English and Filipino. This finding made the same as

50
previous studies conducted by Khaerunnisa (2016). In his research, he also found that inter-

sentential switching was used widely by EFL teachers who taught English for Young Learners.

These are some excerpts from the intensive classroom observation. These are some excerpts

from the intensive classroom observation. The redirection codes to Filipino are bolded.

Excerpt from Teacher G – 4th Classroom Observation:

“How about the peahen? Ano naman ‘yung tumakbo doon sa isip noong peahen sa kwento?

Translation: How about the peahen? What ran through peahen’s mind during the story?

Excerpt from Teacher E – 4th Classroom Observation:

“Minasa is a delicacy from Bustos. Masarap ‘to pero ayoko.”

Translation: Minasa is a delicacy from Bustos. It is delicious, but I don’t like it.

Excerpt from Teacher A – 1st Classroom Observation:

“In this example, ‘was writing’ is the verb in the active voice. Bakit sya naging ‘were

being’. Bakit nadagdag ‘yung ‘being’?”

Translation: In this example, ‘was writing’ is the verb in the active voice. Why did it

become a "were being"? Why was ‘being’ added?

These excerpts above showed how the participants used inter-sentential switching. In the first

example, the participant used this type to expound on the question preceded in the English

Language. It usually occurs when the teachers don't get responses immediately to their questions

in English. They have had to switch to Filipino to get answers from their students. In the second

example, the teacher switched to another language to give her comment about the topic they

were discussing. Then, in the third excerpt, the teacher used inter-sentential switching to ask the

51
question based on the provided information in English. It supports the findings of the second

research question of this study that teachers switch to facilitate learning and have more

interactions.

3.1.2 Teachers’ Intra-sentential Code-Switching

Intra-sentential switching happens inside the exact phrase or sentence and includes

components from both languages (Wibowo et al., 2017). The shift is done in the middle of a

sentence, with no interruptions, hesitations, or pauses to indicate a language change. The speaker

is usually unaware of the switch.

The findings from the intensive classroom observations in this study revealed that intra-

sentential switching could also be found in all interactions but not as much in how frequently

teachers used the first type. These are some excerpts from the intensive classroom observation.

The redirection codes to Filipino are bolded.

Excerpt from Teacher A – 3rd Classroom Observation:

“The past tense of irregular verbs will totally be changed, hindi siya katulad ng regular

that we just have to add –ed.”

Translation: "The past tense of irregular verbs will totally be changed, unlike in regular

verbs, where we just have to add –ed."

Excerpt from Teacher B – 3rd Classroom Observation:

“There are some families na ‘yung mga lolo at lola pa ang nagsu-support financially to

their sons and daughters.”

52
 Tranlastion: There are some families whose grandparents still support their sons and

daughters financially.

Excerpt from Teacher E – 1st Classroom Observation:

“Okay, when we form it without thought or knowledge, kapag di natin masyadong

pinag-isipan, we become unfair or unreasonable.”

Translation: Okay, when we form it without thought or knowledge, if we don’t think

comprehensively, we become unfair or unreasonable.

These excerpts above showed how the participants used intra-sentential switching. The

participants used this type to elaborate on the topic within the sentence in the first and second

examples. While on the third example, the teacher used this switching to translate the preceded

clause.

3.1.3 Teachers’ Tag-Switching

Tag switching is simply the insertion of a tag in one language in an utterance entirely in

the other language. Some examples of these in English are "you know," "I mean." These can be

inserted easily into the speech at the end of a thought, without regard for grammatical

equivalence. It involves the insertion of a tag from one language into an utterance in another

language. Though this type of code-switching is the most common, the study participants seldom

utilized this type in their classroom interactions. These are some excerpts from the intensive

classroom observation. The redirection codes to Filipino are bolded.

53
Excerpt from Teacher H – 1st Classroom Observation:

“Alam mo, on English, we have it here that we always interchange campaigns and

advocacies.”

Translation: You know, on English, we have it here that we always interchange

campaigns and advocacies.

Excerpt from Teacher A – 2nd Classroom Observation:

“You know that an hour contains of 60 minutes, right? Tama ba?”

Translation: You know that an hour contains of 60 minutes, right? Is that right?

Excerpt from Teacher E – 3rd Classroom Observation:

“For this quarter we had our National Reading Month and at the same time, we are

having some holidays this quarter. So, by tomorrow, holiday, diba? Tama ba?”

Translation: For this quarter we had our National Reading Month and at the same time,

we are having some holidays this quarter. So, by tomorrow, holiday, right? Is it right?

These excerpts above showed how the participants used tag-switching. It is the minor type that

the teachers utilize among all the intensive classroom observations. The first example shows the

tag as a sentence starter. While on the second and third excerpts, the teachers used this type as a

question tag redirected in Filipino code.

Based on the structure of the switching process, all the examples above reveal that the

teacher's code-switching during the intensive classroom observation came in three different

types. The findings revealed that the three types were teachers' code-switching could be with

tags, parts of an utterance, and with the entire statement. Furthermore, depending on the

54
switching function, the switches came with varied linguistic ordering at different times. The

findings of this analysis are consistent with the study conducted by Azlan and Nasaruman

(2013), who found that inter-sentential code-switching was "the most frequent type of code-

switching to be used" (p. 462)—then, followed by intra-sentential. However, as in the present

study, tag-switching was the minor type used by teachers in an ESL classroom.

3.2 Pedagogic Functions of Teachers’ Code-Switching

For this study to have a strong foundation, it used Fachriyah's (2017) Functional

Categories of Code-Switching to identify the pedagogical functions of code-switching utilized by

teachers in Junior High School English as a Second Language Classroom.

The study of Fachriyah (2017, p.4) stated that the functions of code-switching are

fourteen, namely: (1) clarification, (2) reiteration or repetition, (3) explanation, (4) asking, (5)

translation, (6) checking for understanding, (7) emphasizing of a language element, (8) making

inferences, (9) developing vocabulary, (10) class discussions of student' tasks, (11) giving

feedback, (12) aiding memorization, (13) class management, and (14) entertainment and general

communications.

The findings in the intensive classroom observation revealed that among those fourteen

named functions, the teachers' code-switching in this study is often used for explanation, asking,

translation, making inferences, emphasizing of a language element, and class discussions of

students' tasks. The researchers were able to classify that the participants also used the other

functions (e.g., clarification, reiteration or repetition, checking of understanding, developing a

vocabulary, giving feedback, class management, and entertainment or general communication),

55
but not as much as those mentioned. However, the findings also revealed that the teachers most

not often used function is aiding memorization.

3.2.1 Code-Switching to Provide Further Explanations for the Students

The findings from the intensive classroom observation revealed that the teachers used

code-switching to provide further explanations to the students. This function illustrates when a

teacher explains something in English and then in another language so that students receive a

further explanation or information in two languages and understand it. According to Fachriyah

(2015), code-switching allows the teacher to interact or connect with students when learning

requires additional information.

Excerpt from Teacher B – 3rd Classroom Observation:

“…and that really broke my heart, napakasakit ‘non na marinig kasi she had that
realization na kaya siguro wala nang dumadalaw sa kaniya e kasi wala na siyang
kayang maibigay, and that is heartbreaking.”

(Translation: And that really broke my heart. It was so painful to hear because she had
that, so maybe no one was visiting her because she couldn't give anything, and that was
heartbreaking.)

Excerpt from Teacher D – 2nd Classroom Observation:

“To caught (catch) the attention of the voters of the public, kung ano anong mga
exaggerated words para makuha lang ang boto.”

(Translation: To catch the attention of the voters of the public they use a lot of
exaggerated words to get their votes.)

Excerpt from Teacher E – 1st Classroom Observation:

“Equality is equal in status, rights, and opportunities. So, lahat lahat pantay pantay
kapag sinabihan ka ng ‘di maganda, ‘di ba sinasabi natin sa mga kaklase natin ‘grabe

56
 ka naman ‘di mo pa naman alam nangyari bakit nagsabi ka na ng gano’n.’ You are
being prejudice with that.”

(Translation: Equality is equal in status, rights, and opportunities. So, everyone is equal,
if someone said something that is not good to us, we tell our classmate that he or she is
too much if she already said something even though he or she did not know what
happened. You are being prejudice with that.)

These excerpts with code-switching happened when the teachers were discussing a particular

topic, and they had to switch language to Filipino to provide further explanation. According to

Fachriyah (2015), the teacher utilizes this function or code redirection in the interaction when

there are lessons that require additional information. So, the teacher explains in another language

to explain the earlier information preceded supplied in English.

3.2.3 Code-Switching as a Strategy to Ask Questions to the Students

The second function of teachers' code-switching based on the gathered data of this study

is to ask questions. This function allows the teacher or student to ask questions by switching the

code. While the teacher engages with the basic vocabulary of English, students express their

inquiries in L1 instead of English, prompting the teacher to code-switch when responding to their

questions (Fachriyah, 2015).

Excerpt from Teacher H – 2nd Classroom Observation:

“Use at least 10 adverbs of affirmation and negation in your write-up. Ano ba ‘yung
affirmation and negation? Ito ‘yung ‘compare and contrast’. ‘Yan ‘yung kaninang
diniscuss natin ha?”

(Translation: Use at least 10 adverbs of affirmation and negation in your write-up. What
is affirmation and negation? This is the ‘compare and contrast’. That's what we discussed
earlier, okay?)

57
Excerpt from Teacher G – 4th Classroom Observation:

“Is the character helpful to others or selfish? Papano ‘yon? Papano natin makikita?
Siyempre, we will be going to judge them.”

(Translation: Is the character helpful to others or selfish? How is that? How can we see
that? Of course, we will be going to judge them.)

Excerpt from Teacher E – 1st Classroom Observation:

“The old lady in Benguet who is a tattoo artist. ‘Di ba punong-puno ng tattoo yung
kanyang katawan. Sasabihin ba natin na she’s a bad person just because of the tattoo?”

(Translation: The old lady in Benguet who is a tattoo artist, and her body is full of tattoo,
right? Shall we say that she’s a bad person just because of the tattoo?)

These excerpts with code-switching happened when teachers discussed a topic in English and

asked questions to the student in Filipino. In Fachriyah's (2015) study, this function also occurs

when a student poses a question in Indonesian or another language rather than English. The

lecturer employed code-switching when responding to the student's inquiry and asked him

another question.

3.2.3 Code-Switching to Provide Translation for Students

In this study, the intensive classroom observations revealed that the teachers employed

code-switching to translate statements or viewpoints so that students could better understand the

meaning. The function showed when teachers used this form of code-switching to transform a

comment or an inquiry from L2 to L1. According to Fachriyah (2017), translating the words,

phrases, or sentences will help the teachers and students avoid misunderstanding.

Excerpt from Teacher C – 1st Classroom Observation

“Ano yung pananaw mo, personal mo lang yun, personal point of view.”

58
 (Translation: What is your point of view, it is your personal, personal point of view.)

Excerpt from Teacher E – 1st Classroom Observation

“Okay when we form it without thought or knowledge kapag di natin masyadong pinag-
isipan we become unfair or unreasonable.”

(Translation: Okay when we form it without thought or knowledge if we don’t think

comprehensively we become unfair or unreasonable.)

Excerpt from Teacher G – 1st Classroom Observation

“So, this time, maybe you have taken down notes on the important details from the
article. Have you? Anyone? Meron po bang nagtake down notes?”

(Translation: So, this time, maybe you have taken down notes on the important details
from the article. Have you? Anyone? Is there anyone who has taken down notes?)

This code-switching occurred when the teacher offered a brief reminder about the purpose of the

addressed subtopic. Since the teacher gave a short reminder, he felt that translating the phrase

into the first language. Furthermore, this code-switching occurred when the teacher questioned

whether the students had taken notes on the relevant points from the article. Before proceeding to

the next subtopic, the teacher supplied a translation of his query to elicit an immediate response

from the students.

3.2.4 Code-Switching to Make Inferences for the Students

The findings from the intensive classroom observations revealed that the teachers' altered

codes occurred when they wanted to conclude the topic. It happened when the teachers explained

everything in the conclusion part. According to Fachriyah (2017), this function aims to make a

reference or conclusion from a teaching material.

59
Excerpt from Teacher A – 2nd Classroom Observation

“Of course, when you are thirsty, the tendency is you are going to drink, nauhaw ka eh!
You have to drink!”

(Translation: Of course, when you are thirsty, the tendency is you are going to drink, you
are thirsty (eh) You have to drink!)

Excerpt from Teacher D – 4th Classroom Observation

“Heart has a very beautiful hair by nature, talagang maganda na buhok niya.
Nagpapasalon yang mga yan artista kase.

Hindi naman yung Cream Silk alone eh ayun na ang buhok mo, hindi, kailangan mo
pa mapagsalon to get that beautiful hair.”

(Translation: Heart has a very beautiful hair by nature, it is really beautiful hair because
they go to salon of course because they are an artist. It is not Cream Silk alone the reason
why her hair is like that, they have to go to salon to get that beautiful hair.)

Excerpt from Teacher E – 1st Classroom Observation

“Kapag dalang dala ka na ng emosyon, galit na galit ka na sa kanya kahit hindi na

siya yung nagpeperform galit na galit ka pa rin kase akala mo kontrabida pa rin siya.
So, do not let your emotions interfere with your judgment.”

(Translation: When you are emotional, you are very angry with him even if he is no
longer the one performing, you are still very angry because you think he is still a villain.
So, do not let your emotions interfere with your judgment.)

When the teacher attempted to make a reference or draw inferences to explain the information,

the code-switching happened. The tendency of teachers’ utilization of the L1 is when they make

or emphasize accurate conclusions or assumptions so that the students can relate to the topic.

(Fachriyah, 2017)

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3.2.5 Code-Switching to Emphasize a Language Element

The findings from the intensive classroom observation revealed that during the teaching

and learning process, the teachers switched codes to emphasize linguistic components,

particularly those related to English teaching materials. This function shows assistance to

teachers in highlighting specific details of the language.

Excerpt from Teacher A – 3rd Classroom Observation

“Whenever you see this word, then we change it into past tense, you have to double the
last letter or consonant, then add –ed, okay? Hindi pwedeng shop, isa lang yung ‘p’,
then mag-add ka na lang ng –ed, that’s wrong.”

(Translation: Whenever you see this word, then we change it into past tense, you have to
double the last letter or consonant, then add –ed, okay? You can't say 'shop', there's only
one 'p', then just add -ed, that's wrong.)

Excerpt from Teacher A – 3rd Classroom Observation

“So, ‘yung ‘go’, hindi pepwede na ‘goed’… hindi pwede na ganon.”

(Translation: So, the word ‘go’, it can’t be ‘goed’… it can’t be that way.)

Excerpt from Teacher G – 4th Classroom Observation

“The peahen possesses the beautiful feathers. Of course, kung makikita niyo kasi ‘di ba,
my dear student, akala natin ‘yung peacock ay ‘yun ang babae, ‘yung may magandang
buntot. No, it’s not.”

(Translation: The peahen possesses the beautiful feathers. Of course, if you can see, isn't
it, my dear student, we think that the peacock is the woman, the one with the beautiful
tail? No, it’s not.)

This code-switching arose in the classroom when teachers attempted to emphasize language

features directly connected to English teaching materials. This function prompted the teachers to

code swap to avoid misunderstandings between the teachers and students. This function aims to

61
convey the material's exact meaning and guarantee that they all understand the specific linguistic

aspects. Furthermore, the alternation served to emphasize the most significant elements.

3.2.6 Code-Switching to Discuss the Tasks of the Students

The findings from the intensive classroom observations indicated that teachers tended to

code-switch to have a more in-depth discussion of the students' assignments. According to

Fachriyah (2017), teachers alter codes during teaching and learning to help students understand

the material. In this study, teachers used code-switching in the classroom to help students

understand the instructions and complete the assignments.

Excerpt from Teacher E – 1st Classroom Observation

“I will be waiting for your output my dear students until Wednesday next week. If we
cannot resume the distribution and the retrieval of module next week at least send the
output until Wednesday kapag nagresume na po tayo ng Wednesday next week ay
kasama na po ninyong ipasa. Okay, maliwanag po ba? I will send this rubric for poster
slogan later to our group chat.”

(Translation: I will be waiting for your output my dear students until Wednesday next
week. If we cannot resume the distribution and the retrieval of module next week at least
send the output until Wednesday when we resume on Wednesday next week, you will be
able to submit. Okay, is that clear? I will send this rubric for poster slogan later to our
group chat.)

Excerpt from Teacher F – 1st Classroom Observation

“Hindi tayo pahabaan ng essay. Hindi tayo pahabaan ng sagot. What’s a thing about it,
you give your idea an exact link to the topic.”

(Translation: We don’t compete for longest essay. We don’t compete for longest answer.
What’s a thing about it, you give your idea an exact link to the topic.”)

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Excerpt from Teacher F – 1st Classroom Observation

“Then, ang pasahan ng answer sheet, doon sa likod, ‘di ba? Pero for today, I will
collect your answer sheets.”

(Translation: “Then, the handing of the answer sheet should be there in the back, isn’t it?
But for today, I will collect your answer sheets.”)

This code-switching happened when the teachers explained or discussed the students' tasks. In

this study, the switch occurred when the teachers discussed the assigned activities they had given

to their students. They code-switch to ensure that the students understand the instruction. This

function was also a strategy to communicate with their students if there was clarification on the

tasks given.

The findings from the intensive classroom observation also revealed that the teachers

used the other functions on some occasions. Those are to provide clarification, reiterate to align

meaning, check students' understanding, develop lexicons, give feedback, manage the class,

and provide entertainment and general communication. The researchers gathered a similar

number of utterances after analyzing the data. Nevertheless, all the functions discussed above are

considered an aid to avoiding misunderstanding of the materials and can assist students in

gaining better comprehension.

Meanwhile, the findings from the intensive classroom observations revealed that the

teachers also code-switch to aid students' memorization. Its purpose is to remind the students

about the content, tasks, and regulations to follow during class discussion. Though this function

promotes retention of the information, the researchers gathered only four to none utterances that

made this function the least among all other code-switch purposes. Therefore, researchers

concluded that teachers do not frequently use this function in an English Language classroom.

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4. Teachers’ Reasons and Attitudes for Code-Switching in an ESL Classroom

Figure 4. Word Cloud Representation of the Codes from the Participants’ Answer in Interview

Question 4

The figure above represents the similarities of the participants' answers to question

number four, "What are your reasons and attitudes for using code-switching in an ESL

classroom?". It shows that the participants' reasons for code-switching are to help the students

easily understand the lesson or the topic they are teaching and to encourage them to express

themselves in English, and "English Carabao" is acceptable. Teachers sometimes allow their

students to speaking in Filipino. However, they still persuade them to talk in English. Teachers

tend to code-switch because sometimes students prefer that the teacher uses the native language

so they would not be astonished in class if the teachers continued to speak in English.

Regarding their attitudes toward using this linguistic phenomenon, teachers do not see

code-switching as a disadvantage in class. They believe it can also help with the rapport among

64
the students so that they would be comfortable and confident in answering in class. Still, it must

be very moderate and has limitations so that the students would not be dependent on their native

language. The participants also see code-switching as a bridge for effective communication or a

guide to effective learning. Excerpt from the teachers' interview indicated:

Participant C

"You will be effective if the students learn from you. So, the advantage of
transcoding for my learners and me is if I transfer the learning they need. As a teacher,
what's important is learning. I asked them in English, and they needed to answer me in
English, but now, in this new normal, any answer is accepted. In terms of Filipino, I will
explain and motivate them in the English language. Sometimes, it's very dull when you
use and talk in English, and the students are amazed at what you are doing. They are
fascinated because you are an English-speaking person, but do they understand what you
are saying? That's the question. So, in my opinion in regards with that. As I have always
said, the important is the transfer of knowledge."

Another excerpt from the teachers' interview indicated:

Participant D

"What is the use of your English if, in the end, they don't understand what I'm saying. As
soon as possible, we encourage them if they can speak English for the better, but as I can
see, we don't have students that understand, but still, we encourage them. For example,
some students asked if they could answer in Tagalog in literature. So, I always said that
answer in English, even if your English is "English carabao." However, since we are in
Public School and don't always practice speaking in English since it is not a practice in
every home, it is still difficult to encourage them. The reason for code-switching is to
make the discussion clearer. I think they become dependent if you permit them to use
Tagalog, so I encourage them to speak in English, even if it's "English-carabao," even if
it is a try, even if their grammar is not correct, I allow it. I encourage them to speak and
express themselves. We should always speak in English. However, it depends on the

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 situation, especially if they did not understand, and then in their facial reaction, you can
see to them that they did not easily get it. You can use Filipino but remember that we are
in English Subject. It is difficult little by little they will learn that, but we don't encourage
them in Tagalog because this is an English subject. Since this is an English subject, so
we should use English."

In addition to the participants' answers, some studies find code-switching indeed helps the

teacher transfer their knowledge to students and be comfortable, but with the moderate use of

code-switching to avoid being dependent on the native language. In his study, Sabah (2015)

revealed that classroom code-switching occurs when teachers want to establish personal ties and

for the student to be responsive and welcoming. The teachers apply code-switching to

communicate more effectively with the students. Al Hayek (2016) stated that bilinguals will

code-switch languages if they believe that some ideas are more significant and understandable in

one native language.

As frequent code-switching may affect the learning of the students, Sabah (2015) also

indicated that though code-switching can help with classroom learning and contribute to

improved classroom participation and coherence, teachers should remember that because English

is the language of instruction, they should only use code-switching when it is necessary.

Although code-switching benefits the learning environment, they would possibly abuse it and

consider it as a rule rather than an exception. "Regular code-switching is not beneficial neither

for students nor for teachers. If the students are allowed to use it, they will get used to employing

it more frequently whenever they speak. It affects aimed fluency and skill, which students may

never achieve. Even teachers' fluency and proficiency may be at risk if they are not careful in

using and target code-switching."

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5. Implications of Teacher’s Code-Switching to Language Teaching

In addition to intensive classroom observations, semi-structured interviews were used to

explore the implications of teachers' code-switching to language teaching in the classroom. The

data findings revealed their favorable implications towards the use of code-switching.

Correspondingly, in the study by Promnath and Tayjasanant (2016), most teachers demonstrated

positive opinions about code-switching and agreed that it could benefit their classes. It is one of

the most effective strategies for helping their students obtain clear ideas on the subject matter.

The quotes below present some of the comments put forward by teachers who agreed that it

could benefit their classes:

“To catch their attention, we try to speak in their mother tongue. Also, for us to teach the
English language for me, they say you can use code-switching, but you have to know
when is the right time to use it. So it is happening that we are translating.”

“It is not always, but this is essential because you need to step on their level, and you
also need to get the child back there… so you need to understand what is being said.”

“So, in code-switching, when we say code-switching in the English classroom, we think it

is negative. However, as a teacher, you should know when you will utilize code-
switching, so not all times you have to use it. So, in certain situations, you need to assess
if you need to use it or until when you will use it.”

“Maybe, code-switching is not that bad but make sure that as an English teacher, you
have to portray your language, you have to show it, you have to use it as an example to
the students, and then another thing, you can do code-switch if you're noticing the
students are having difficulties, especially in comprehending; also the way they
communicate, we can accept the students’ answer, but that’s in Filipino but, make sure
that as an English Teacher we will try or let them try who translate it also in English or
express themselves in English that’s our goal to let them practice the language.”

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 The points put forward by the teachers indicate that the use of code-switching will help in

catering to all levels of learners. However, teachers point out that code-switching in the

classroom should be limited. This finding made the same with previous studies which had been

conducted by Wang (2017) and Sabah (2015), where they indicated that though code-switching

can help with classroom learning and contribute to improve classroom participation and

coherence, teachers should remember that they should only utilize code-switching when

necessary because English is the language of instruction.

In addition, teachers suggested ways on how they can utilize code-switching more

efficiently. The quote below presents the suggestion of the teachers:

“If they will allow just a little code-switching during when you explain, we are hoping
that it will be legalized but with certain limitations, of course. Like we have a copy of the
limitations until when we can use the code-switching. Because we are Filipino, though
this is an English subject, we are Filipino, so to better understand, sometimes with
limitations and a bit of translation.”

This reason supported the findings from Adriosh and Razi’s (2019) study. They found

that learning is more accessible when employing L1 with purpose and awareness for a particular

purpose. Based on the intensive classroom observation and semi-structured interview of the

teachers. The researchers noticed how the utilization of teachers' code-switching in the classroom

varies when they are being observed and during class observation with the headteacher and

principal. Teachers were conscious, and as a result, it obstructed them from code-switching since

the language of instruction should be English. Hence it hinders the understanding and learning of

their students since they are refraining from using code-switching. Therefore, they are suggesting

code-switching be legalized to a limited extent. This supports the argument of Ferguson and

Kirkpatrick (2012) in their study that language teachers should concentrate on figuring out how

68
to use code-switching rather than debating which medium is best because they can use English

and other languages in conjunction to help students master English in a bilingual or multilingual

context.

In support of this claim, in the study of Shuchi & Islam (2016), they propose that a

judicious and moderate use of L1 does not hinder learning; rather, it assists, aids and facilitates

the teaching and learning process, thus providing the teacher with an effective pedagogical tool

for maximizing the learning outcomes. Scholars should recognize the utilization of code-

switching to bridge communication gaps rather than its deemed inefficacy (Alieto et al., 2021).

Bravo-Sotelo (2020) also supported this practice and stated that using Tagalog-English code-

switching is regarded as instrumental for the learners to grasp the courses fully. In that way,

teachers can employ a code-switching strategy to provide students with opportunities to

communicate and enhance students' understanding.

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 Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

In this chapter, the researchers summarize the study's significant findings, conclusions,

and recommendations based on the data studied and evaluated.

Summary of the Findings

As the general problem of this study, the researchers sought to find out the types of code-

switching teachers utilize in a secondary English Language classroom and its pedagogical

functions. The researchers made use of a qualitative approach to yield significant findings:

1. What is the profile of the teachers in terms of the following?

A. Age (must be within 25 to 35 years old)

B. Gender (Male / Female)

C. Years in Language Teaching (must have 5 to 15 years of experience)

D. Grade Level Assigned (Junior High School – Grades 7 to 10)

Based on the data gathered on the participants' demographic profiles, the researchers

found that of the qualified eight teachers, seven are all female, and only one is male. It implies

that the English Junior High School department of Calumpit National High School is female-

dominated. Also, though the set requirement for age ranges from 25 to 35 years old, the

participants’ age group is only 29 to 35 years old. Moreover, with the set requirement for years

of language teaching, which must have 5 to 15 years, the participants have a range of 9 to 15

years. It implies that though the participants have almost ten years of experience, they still tend

to code-switch with a purpose. The teachers were also from Junior High School levels due to

70
considering the recommendation of a related study that further research should investigate code-

switching in primary and secondary schools.

2. How frequently do teachers tend to code-switch in the same conversational context

in a classroom setting?

The researchers of this study evaluated when do teachers frequently tend to code-switch a

classroom setting. It is according to the teachers' interview after the intensive classroom

observation. However, the result of this study implies that code-switching frequently happens in

a classroom setting for many reasons. Hence, the most common situations in which teachers use

code-switching are for students' understanding and instruction. Besides, it is understandable that

code-switching in an ESL classroom is inevitable and familiar and affects the learner's

development.

Moreover, it is evident that code-switching happens in an ESL classroom, and from the

teachers' point of view, it might improve the students' academic standing. Teachers have noticed

that students with limited English proficiency struggle to understand and participate in class.

Furthermore, most teachers expressed favorable views on code-switching, specifically giving

instructions and checking students' understanding.

3. What are the different types of code-switching and their pedagogical functions

commonly utilized by teachers in an English language classroom?

According to the findings, English teachers utilized the three different types of code-

switching and also tended to shift languages from one another for various pedagogical reasons.

Based on the results of the research, the teachers' code-switching could occur with tags, parts of

71
an utterance, or the entire statement. Furthermore, the switches came with varying linguistic

ordering depending on the switching function. This study's findings are similar to Azlan and

Nasaruman (2013). They discovered that inter-sentential code-switching was "the most common

sort of code-switching to be utilized" (p. 462), followed by intra-sentential. On the other hand,

Tag-switching was the minor type used by teachers in an ESL classroom, as was the case in our

study.

Moreover, in the qualitative data collected from intensive classroom observations, the

researchers determined the seven most utilized functions of teachers' code-switching in English

Classroom discussions. These functions include (1) Explanation, (2) Asking, (3) Translation,

(4) Making Inferences, (5) Emphasizing a Language Element, (6) Class Discussion of

Students' Tasks, and (7) Clarification, Reiteration, Checking of Understanding, Developing a

Vocabulary, Giving Feedback, Class Management, and Entertainment and General

Communication. Code-Switching to Provide Further Explanations for the Students, with the

most number of utterances ranked first among all other code-switching functions. According to

the findings, Code-Switching to Provide Further Explanation for Students allows the teacher to

interact or connect with students when learning necessitates more information.

Meanwhile, the findings also revealed that the Aiding Memorization function ranked the

least utilized Teachers' Code-Switching function. Though this function served its purpose for the

retention of the students, the researchers concluded that teachers do not frequently use this

function in English Language Classroom discussions.

72
 4. What are the teachers' reasons and attitudes for using code-switching in an ESL

classroom?

The participants' reasons for code-switching are to make it easier for students to

understand the lesson or topic they are teaching and motivate them to communicate in English,

which leads the teachers to allow the students to speak "English Carabao." Teachers frequently

code-switch because students sometimes prefer that the teacher instruct them in their native

language so that they are not confused in class if the teachers continue to speak in English.

Nevertheless, their attitude towards using this linguistic phenomenon is that they do not

view code-switching as a disadvantage in the classroom. They believe it will also help build

rapport among students, allowing them to feel at ease and confident when answering questions in

class. It must, however, be moderate and have limitations so that students are not reliant on their

mother language. Participants also perceive code-switching as a way to bridge the gap between

successful communication and more effective learning.

5. What is the implication of teachers' code-switching to language teaching?

In this study, the implications of teachers' code-switching to language teaching revealed

that teachers had positive attitudes about code-switching and agreed that it could benefit their

classrooms. More precisely, code-switching for teachers is one of the most effective strategies

for assisting their students in acquiring clear ideas on the subject matter. Teachers indicate that

the use of code-switching can help cater to all levels of learners and contribute to improved

classroom participation and coherence. However, teachers should remember that they should

only utilize this technique when necessary. This finding made the same as previous studies

conducted by Wang (2017) and Sabah (2015).

73
 Furthermore, researchers noticed how the utilization of teachers' code-switching in the

classroom varies when they are being observed. Teachers were conscious, and as a result, it

obstructed them from code-switching since the language of instruction should be English. Hence

it hinders the understanding and learning of their students since they are refraining from using

code-switching. Therefore, they are suggesting code-switching be legalized to a limited extent.

Conclusions

Code-switching happens in social situations, but it also occurs in the classroom. Many

bilinguals will switch languages even during the learning process. ESL teachers can use code-

switching as one of their effective strategies, while learners must interpret their communication

intentions or purposes. Their reasons for code-switching are to make it easier for students to

understand the lesson or topic they are teaching and motivate them to communicate in English.

They tend to code-switch because sometimes students prefer that the teacher uses the native

language so they would not be astonished in class if the teachers continued to speak in English.

Teachers do not perceive code-switching is a negative thing to do in class because it can help

student interactions.

Many recent studies have seen code-switching as a strategy to help students minimize

nervousness, improve conversational fluency, and facilitate emotional recovery in a challenging

setting, especially for beginning learners. In this paper, the researchers determined that the most

used type of code-switching is inter-sentential. There are also seven most utilized functions of

teachers' code-switching in English Classroom discussions. These functions include Explanation,

Asking, Translation, Making Inferences, Emphasizing a Language Element, Class Discussion of

74
Students' Tasks, and Clarification. The teachers had positive attitudes about code-switching and

agreed that it could benefit their classrooms. However, teachers should remember that they

should only use code-switching when necessary. It has to be moderate and with limitations so

that the students would not be overdependent on their native language.

Recommendations

With substantial analyzed data, feedback from study participants, and extensive analysis

of the findings, the researchers humbly recommend the following:

1. Enlighten all stakeholders in education to better advise curriculum designers on the

foundation rules that should be included in the implementation of code-switching in

teaching English, providing teachers with a clear guideline on how to use code-switching

in their lessons.

2. In the qualitative data collected in this study, it is found that further studies about the

effects of the functions of Teachers’ Code-Switching on Students’ Target Language

Proficiency are highly recommended.

3. Encouragement of the utilization of code-switching while teaching students with low

proficiency. However, it must not be permitted to overtake the target language in the

classroom. As a result, it is intended that this study's overall findings will give lecturers a

foundation to manage and strategize the use of code-switching in their language classes.

4. Teachers' perspectives may influence their teaching acts and practices directly or

indirectly. As a result, it is necessary to investigate their ideas and points of view.

75
5. Despite the positive contributions to English language learning and teaching, this

approach should not be overused or mishandled. The recommendations of this study will

help stakeholders utilize code-switching accurately and adequately. Suppose the

curriculum designers consider integrating ground rules on how teachers should use code-

switching in the teaching and learning processes. In that case, Code-Switching can

effectively enhance the language proficiency of the students.

76
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Simasiku, L., Kasanda, C., & Smit, T. (2015). Can code switching enhance learners’ academic

achievement? English Language Teaching, 8(2), 70-77.

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Tati, J.S., Narasuman, S., & Ling, J.W.L. (2021). Strands of Tongue: Code Switching in the

Multilingual ESL Classroom. JOURNAL OF SOCIAL SCIENCES AND TECHNICAL

EDUCATION, 2(1), 19-25.

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Wibowo, A. I., Yuniasih, I., & Nelfianti, F. (2017). “An Analysis of types of code switching and

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 APPENDICES

Appendix 1: Semi-structured Interview Guide for Teachers (adapted from the article entitled

"Code-switching in Vietnamese university EFL teachers' classroom instruction: a pedagogical

focus" published last November 2017

Questions Prompts
What is your profile? In terms of the following:
A. Age
B. Gender
C. Years in the field of Language Teaching
D. Grade Level Assigned
How frequently do you ● When do you switch in the classroom teaching?

tend to code-switch in the ● Do you use mostly Filipino or English in the classroom for

same conversational English teaching?

context in a classroom ● Do you use Filipino at some point when teaching English to

setting? students?

● What other situations do you use the Filipino language when

teaching English to students in the classroom?

What role or function does ● Why did you switch here? Were your switches to explain

code-switching plays in grammar, or to encourage your students, or for other reasons?

your teaching style in an ● What language do you use when you do the following?

ESL Classroom?
- introduce lessons to students

- teach, or explain, or expand vocabulary

- explain grammar rules

- find difficult communicating with students

86
 - want to build relationships with students (e.g., expressing

emotion, making students relaxed, encouraging students,

expressing humor, building solidarity, or gaining intimate

relationship)

- manage, or organize classrooms

- make sure, or clarify students’ understanding, or

highlighting important information

What are your reasons ● What are the advantages of your use of Filipino at some

and attitudes for using phases of English teaching in the class?

code-switching in an ESL ● What are the disadvantages?

classroom? ● What language do your students usually use to respond

- when you ask them in English?

- when you ask them in Filipino?

● How do you feel when you use Filipino at certain points to

teach English to students?

● What is your opinion about ‘using English only’ in an English

language teaching classroom?

Are there any official ● in your school? in your country?

policies or regulations that ● Is it a necessity for teachers in your country in general and
are used as a guide to
your school to have such policies or regulations?
teachers’ use of 1st/2nd
● What is your suggestion or feedback?
language in the classroom?

87
 Republic of the Philippines
BULACAN STATE UNIVERSITY
COLLEGE OF EDUCATION
City of Malolos, Bulacan

March 16, 2022

MRS. CHERRY LOU C. DELA CRUZ

Head Teacher III
Calumpit National High School
Bulacan, Philippines

Dear Mrs. Dela Cruz;

Warmest greetings!

We, the fourth-year students of Bulacan State University taking Bachelor of Secondary

Education Major in English minor in Mandarin from the College of Education are currently

conducting research entitled "Pedagogic Code-Switching: Functions of the Language

Practices of Teachers in Junior High School English as Second Language (ESL)

Classrooms.”

The purpose of this study is to determine the pedagogical functions of the different types of

code-switching utilized by teachers in an English as a Second Language (ESL) classroom.

In line with this, we are humbly asking for your permission to allow us to gather the necessary

information from our target participants, the English Teachers of the Junior High school

Department. In this study, the researchers will use two techniques: intensive classroom

observation (notetaking, audio, and video recording) and semi-structured interviews. The Intensive

Classroom Observation will take place for four meetings. The semi-structured interview would

only last for 15-20 minutes and would be arranged at a time convenient to the teachers' schedule.

88
All the information provided will be kept in utmost confidentiality and expected to be used only

for academic purposes. The names of the participants will not appear in any thesis or

publications resulting from this study unless agreed otherwise.

We understand how difficult our work commitments are during these difficult times, but your

approval to conduct this study will be greatly appreciated. We guarantee that as we conduct this

research, there will be no health protocols and school policies compromised.

We are hoping for your favorable response concerning our request. Thank you in advance for

your interest and consideration of this research.

Sincerely,

THE RESEARCHERS

CABILDO, STEPHANIE S. PORTENTO, KAREN J R.

ESPIRITU, CZARRE T. SERAPIO, PRINCESS JANLYN CLAUDI N.

GACIAS, KENDRA NICOLE R.

89
 Republic of the Philippines
BULACAN STATE UNIVERSITY
COLLEGE OF EDUCATION
City of Malolos, Bulacan

March 16, 2022

JESIE L. BORJA, Ph.D

Principal IV
Calumpit National High School
Bulacan, Philippines

Dear Mr. Borja;

Warmest greetings!

We, the fourth-year students of Bulacan State University taking Bachelor of Secondary

Education Major in English minor in Mandarin from the College of Education are currently

conducting research entitled "Pedagogic Code-Switching: Functions of the Language

Practices of Teachers in Junior High School English as Second Language (ESL)

Classrooms.”

The purpose of this study is to determine the pedagogical functions of the different types of

code-switching utilized by teachers in an English as a Second Language (ESL) classroom.

In line with this, we are humbly asking for your permission to allow us to gather the necessary

information from our target participants, the English Teachers of the Junior High school

Department. In this study, the researchers will use two techniques: intensive classroom

observation (notetaking, audio, and video recording) and semi-structured interviews. The Intensive

Classroom Observation will take place for four meetings. The semi-structured interview would

90
only last for 15-20 minutes and would be arranged at a time convenient to the teachers' schedule.

All the information provided will be kept in utmost confidentiality and expected to be used only

for academic purposes. The names of the participants will not appear in any thesis or

publications resulting from this study unless agreed otherwise.

We understand how difficult our work commitments are during these difficult times, but your

approval to conduct this study will be greatly appreciated. We guarantee that as we conduct this

research, there will be no health protocols and school policies compromised.

We are hoping for your favorable response concerning our request. Thank you in advance for

your interest and consideration of this research.

Sincerely,

THE RESEARCHERS

CABILDO, STEPHANIE S. PORTENTO, KAREN J R.

ESPIRITU, CZARRE T. SERAPIO, PRINCESS JANLYN CLAUDI N.

GACIAS, KENDRA NICOLE R.

91
 Republic of the Philippines
BULACAN STATE UNIVERSITY
COLLEGE OF EDUCATION
City of Malolos, Bulacan

March 10, 2022

MS. DIANE ROSE R. CABIGAO

Marcelo H. del Pilar National High School,
Bulacan, Philippines

Dear Ms. Cabigao;

Greetings!

We, the fourth-year students of Bulacan State University taking a degree in Bachelor of
Secondary Education major in English, are currently enrolled in EL 401 Research in Language
Education.

As part of our fulfillment of the requirements, we are writing to humbly request your service and
expertise to serve as our thesis adviser for our research entitled, PEDAGOGIC CODE-
SWITCHING: FUNCTIONS OF THE LANGUAGE PRACTICES OF TEACHERS IN
JUNIOR HIGH SCHOOL ENGLISH AS A SECOND LANGUAGE (ESL) CLASSROOM.

We believe that your knowledge and insights will be valuable and will greatly enrich our work. I
appreciate your consideration, and we are profoundly hoping that you will be able to fulfill our
request.

Respectfully yours,

THE RESEARCHERS

CABILDO, STEPHANIE S. PORTENTO, KAREN J R.

ESPIRITU, CZARRE T. SERAPIO, PRINCESS JANLYN CLAUDI N.

GACIAS, KENDRA NICOLE R.

92
 Republic of the Philippines
BULACAN STATE UNIVERSITY
COLLEGE OF EDUCATION
City of Malolos, Bulacan
(044) 919-7800 local 1073-1074

____________________________________________________________________________________

APPROVAL SHEET

In partial fulfilment of the requirements in Research in Language Education (EL 401) this
research paper entitled PEDAGOGIC CODE-SWITCHING: FUNCTIONS OF THE
LANGUAGE PRACTICES OF TEACHERS IN JUNIOR HIGH SCHOOL ENGLISH AS
A SECOND LANGUAGE (ESL) CLASSROOM has been prepared and submitted by
Stephanie S. Cabildo, Czarre T. Espiritu, Kendra Nicole R. Gacias, Karen J R. Portento, and
Princess Janlyn Claudi N. Searpio, who are hereby recommended for oral examination.

________Adviser________
Approved in partial fulfillment of the requirements to Research in Language Education (EL
401) by the committee on Oral Examination:

DR. AVELINA L. AQUINO

Chair

Member Member

Member Member Member

May 8, 2022

93
 RESEARCHERS’ BACKGROUND

CABILDO, STEPHANIE S.

22 years old

Gatbuca, Calumpit, Bulacan

Stephanie "Tep" Salamat Cabildo is currently a 22-year-old student studying at Bulacan State

University taking up a Bachelor of Secondary Education Major in English Minor in Mandarin.

She was a consistent honor student in Arsenio Santos Memorial Elementary School when she

was young. She began exploring her writing skills there when she joined the press conference

(News writing category). As she entered junior high school, she belonged to the pilot section,

which lasted until her fourth year. She showed her skills and got some awards for her hard work.

Senior high school brought her back to being a consistent achiever in the top 2 of her class and

receiving the most diligent award. Her determination makes her acquire a wide array of

knowledge from different things such as experiences, the environment, and other people. She

always wants to discover new learning; that's why doing the study with her team excites her.

Their research focuses on the types of code-switching teachers utilize in a lower-secondary

English Language classroom and its pedagogical functions. Her interest in language education

makes her more determined to find out and achieve the objective of their study.

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ESPIRITU, CZARRE T.

21 years old

Palimbang, Calumpit, Bulacan

Czarre Tacuyan Espiritu was born and raised in Calumpit, Bulacan. He is currently a 21-year-old

student studying at Bulacan State University, Main Campus taking up a Bachelor of Secondary

Education Major in English Minor in Mandarin. As a child, he is simple, energetic, and funny.

He continued to be active in other community activities, including serving their Parish Church as

part of their Ministry of Lector and Commentator. As he progressed, he became interested in

community services because he loves to help more people. When he was in elementary, he was

an average student. He was awarded as Most Energetic when he was in Grade 1 and Honor when

he graduated in Elementary. He is also part of the members of their school choir and melodica

group of students. As a Junior in high school, He was elected to be their Representative of Grade

9 as part of their Student Organization, the Supreme Student Group Organization, and followed

when he was elected as Grade 12 Board Member as part of the Senior High School Organization.

In terms of Classroom Organization, he has been Class President for the fourth consecutive time.

Meanwhile, he was recognized, as one of the scholars of the company, Siam Cement Group

(SCG), as part of their scholarship program. Furthermore, when it comes to the Academic field,

he is one of the consistent honors of their school and, he earned with Honor when he graduated

Junior and Senior High School. These experiences gave Czarre a lesson in leadership and

inspired him to continue his life journey. Currently, he is a 4th-year college student taking the

Education Course as part of his dream. He continues his studies to become a professional teacher

95
and to be able to inspire children with dreams. He believes that being a professional teacher is

not easy. There are many things to go through to become a teacher who will shape and guide

children. Lastly, he hopes to use his degree and skills in his teaching career and to inspire other

students.

96
GACIAS, KENDRA NICOLE R.

22 years old

San Juan, Malolos, Bulacan

Kendra Nicole R. Gacias is a Fourth-Year student at Bulacan State University taking up

Bachelor of Secondary Education Majoring in English - Minor in Mandarin. She consistently

placed in the top two of her classes in primary and secondary school at City of Malolos

Integrated School - Sto. Rosario. Kendra was an active member of the English Broadcasting

Team as a Script Writer and News Reporter during her four years at this institution, specializing

in National, Local, and Sports News Writing. Kendra was an active member of the English

Broadcasting Team as a Script Writer and News Reporter during her four years at this institution,

specializing in National, Local, and Sports News Writing. Kendra and her team took third place

in the Regional Press Conference, receiving special awards for Best Anchor and Best in

Infomercial, both of which she wrote.

She graduated from La Consolacion University Philippines as the Top 3 student in her batch in

the General Academic Strand. Her faith and tenacity enable her to achieve all of her life goals.

She has a strong desire to learn new things from her experiences and the individuals she

considers mentors. Her field of study is language instruction, namely code-switching. The

burning ambition of Kendra and her team led them to conduct a study on the pedagogical

functions of instructors' code-switching in a Lower-Secondary High School. In addition to the

teachers' pedagogical functions of code-switching, her team's research focuses on the students'

feedback on teachers' utilization of code-switching during class discussions.

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The author recognizes that becoming a successful language educator is not easy. She is

convinced that there are no shortcuts to success. There would be difficulties, but she believes that

the burning passion within her heart will never end.

98
PORTENTO, KAREN J R.

22 years old

San Juan, Malolos, Bulacan

Karen J R. Portento is a fourth-year college student of Bulacan State University taking up a

Bachelor of Secondary Education Major in English Minor in Mandarin. At 22, she achieved

many things and had already conquered her fears. She was a consistent honor student from

elementary until senior high school. Because of perseverance, her mentor, and her faith in God,

she has traveled to many places here in the Philippines and Japan. The reasons were not to have

some vacation but to represent her former school in Division, Regional, National, and

International competitions. One of her most outstanding achievements in life was being a

National Back-to-Back Champion in the National Festival of Talents in 2015 and 2016. In line

with those achievements in her life, Karen was also an Awardee of Gintong Kabataan Awards in

Arts and Culture last year 2016. It is an award given to Bulakenyo youth that recognizes them

excelling in their respective fields and inspiring and empowering others to live to their fullest

potential. Her love for culture and arts was one of the reasons for her taking the Education

course. She believed that she could reach her full potential if she would take the education that

aims to impart and share knowledge understandably. She perceives that if her mentor helped her

enhance her talent and skills, she could also harness the abilities of her future students.

Karen is currently taking up English Language as her major. She is presently doing her Practice

Teaching, and she's doing her deployment in a public high school. She has first-hand experience

99
in observing how a teacher utilizes code-switching to aid classroom difficulties of the students

learning a second language. Those experiences drive Karen and her team to be interested in a

research topic about teachers' code-switching and how it functions in teaching the target

language to the learners.

As a language-major student and a future language teacher, as early as now, it is necessary to

study the teachers' code-switching and the pedagogical functions they perform, especially in a

lower-secondary school. The main goal of this study is to analyze the functions of code-

switching utilized by the teachers and how these function in teaching the students' target

language.

100
SERAPIO, PRINCESS JANLYN CLAUDI N.

22 years old

Sta. Maria, Bulacan

Princess Janlyn Claudi N. Serapio is a fourth-year student from Bulacan State University taking

the course of Bachelor Secondary Education Major in English Minor in Mandarin. She has a free

spirit attitude, and she can handle herself. Last year, she decided to take a Nursing course to

fulfill her promise to her ill grandmother. Unfortunately, her grandmother pa ssed away, so she

doesn’t want to take it anymore. She decided to take an education course because she wanted to

challenge herself to be better and gain confidence to communicate with others using the English

language. Also, she was inspired by how her mother taught Vietnamese people to learn the

English language. She also wanted to take a major in English because she was intimidated by her

cousins and relatives who speak fluently in English. After all, they grew up in the US. She

doesn’t want to be outcasted by her cousins because she cannot speak English fluently.

One of her interests in pursuing this study is determining how helpful code-switching is to the

teachers and students in Laboratory High School of Bulacan State University. She wants to

distinguish the factors that push the teachers to code-switch. Using the English-Tagalog code-

switch is an effective strategy for teaching; the teacher can elaborate more on the lesson. For her,

using a code switch is not a bad idea because it helps the students understand the discussion and

helps the teacher explain the lesson clearly. Language education refers to acquiring a second

101
language. It is essential to learn English because it is easier to communicate using this language

to foreign people.

102