CODE SWITCHING AMONG LANGUAGE PRE-SERVICE TEACHERS:

PREFERENCES AND INFLUENCE TOWARDS TARGET LANGUAGE

INSTRUCTION

A THESIS
Presented to the Faculty of
College of Teacher Education
Western Mindanao State University- Ipil Campus
Ipil Heights, Ipil, Zamboanga Sibugay

In Partial Fulfillment
Of the Requirement for the Degree
Bachelor in Secondary Education Major in English

Ivy Rose C. Dinglasa

Safiyah Banton
Ruby Jean R. Bermudo
Honey Jane M. Machete

November 2022
 CHAPTER 1
INTRODUCTION

1.1 Background of the Study

The Philippines is a Southeast Asian country with more than 170 different languages

(Nolasco, 2008); having most of its citizens speaking three or more languages (Lewis, Simons, &

Fennig, 2013). It is definitely a remarkable skill to be able to express our thoughts, feelings, and

opinions to others. Our use of language not only expresses who we are, but it also has the power

to shape our sense of self identity. It works both ways; cultural factors which affect how we

understand who we are and where we come from as well as how they are reflected in our

language. Communities that speak two languages employ specific tactics to improve the quality

and effectiveness of communication. One of these tactics is called "code swapping," and we

typically see it in foreign- or second-language classrooms. When two languages are used in a

statement or speech, this is referred to as "code switching." When two or more languages are

shared by multilingual speakers, it is normal for them to naturally conflate their languages.

Among the languages which dominate Philippine society is English, which for the

educated class may be regarded as functionally native (Kachru, 2005). However, it has been

recognized that code switching is common among the country's English-speaking population.

There are variety of reasons why people code-switch: first is to meet a need. A speaker who finds

it difficult to express themselves in one language may move to another to make up for the

shortcoming. The speaker can be forced to communicate in the other tongue for a period as a

result. This kind of code switching typically happens when the speaker is agitated, exhausted, or

otherwise distracted, as well as when they are less proficient in one language. Second, to
demonstrate solidarity. Additionally, switching frequently takes place when a person wants to

show support for a specific social group. When the listener replies in a manner that is

comparable to the speaker, a connection has been formed. Lastly, to keep others out. Code

switching can also be used to keep non-speakers of the second language out of a discourse.

In multilingual populations, code switching predominates. Language code-switchers are a

common communication technique among multilingual speakers. Many linguists have

emphasized that switching between languages is a communicative option open to a bilingual

member of a speech community, just as switching between styles or dialects is an option for the

monolingual speaker, as Aranoff and Miller (2003:523) suggest.

1.2 Statement of the Problem

Code-switching is common in a bilingual classroom. It is inevitable to see that pre-service

teachers frequently switch between and combine their languages. Bilingual pre-service teachers

may shift between codes within and between utterances based on their preferences and influence.

This study addresses the preferences and influence among pre-service teachers towards target

language instruction.

Specifically, this paper intends to address the following objectives:

1. To identify challenges and constraints perceived by pre-service teachers leading to code-

switching.;

2. To evaluate how preferences impacted the all-target-language policy in ESL instructions;

and

3. To ascertain the roles of code-switching alongside preferences in enhancing ESL

instruction among language pre-service teachers.

1.3 Significance of the Study
This study will be greatly beneficial to different actors in the education sector in gaining

an understanding of the preferences and influence of the pre-service teachers in code-switching.

The purpose of this study is to identify the preferences and influence of the Second-Year pre-

service teachers of Western Mindanao State University- Ipil Campus in code-switching towards

the target language instruction. Critical results of this research could be of great importance of

the following concerned:

Teachers. This study is relevant for teachers as it will help them understand the preferences and

influences of the pre-service teachers in code-switching and take actions on how to facilitate and

regulate their academic performance to mediate this problem.

Students. This study is beneficial for students as it will serve as a basis for them to reevaluate

their academic speaking skills in order to set boundaries in code-switching.

Future Researchers. This will serve as a basis for further research on the preferences and

influence of the pre-service teachers in code-switching towards target language instruction.

1.4 Theoretical Framework

Bloom and Gumperz (1972) and Wardhaugh (2006), refer to the phenomena of code

switching as taking place when speakers transition between languages. One word, one phrase, or

even one sentence can be switched, whether on purpose or accidentally. The study by Hoffman,

Holmes, and Wardhaugh identified six causes for code switching. They are the subject and

context, the focus, the participation, the solidarity, the affection, and the persuade. These

elements cannot be separated, and they occasionally coexist. In order to determine why Pre-

service teachers choose code switching as their instructional language in classrooms, this study
 integrates ideas of certain reasons for code switching to an analysis of language preferences of

language teachers and its impact on language instruction.

1.5 Conceptual Framework

CODE
SWITCHING

PRE-SERVICE
PRE-SERVICE
TEACHER’S
TEACHER’S
INFLUENCES
PREFERENCES

TARGET
LANGUAGE
INSTRUCTION

Figure 1. Conceptual Framework of the study

 As illustrated in figure one (1), this study explains the preferences and influences of the

Pre-Service Teachers to code-switch towards target language instruction. This study assesses the

preferences of the Pre-service Teachers to code-switch and its effectivity to achieve the target

language instruction.

1.6 Scope and Delimitation

The scope of this study is only limited to the preferences and influence of pre-service

teachers in code-switching and its impact to the target language instruction. Also, this study aims

to identify the function of code-switching in a language classroom and the challenges faced by

pre-service teachers leading them to code-switching.

The research study is limited to thirty (30) English Pre-service Teachers in Second Year.

This study will be carried out at Western Mindanao State University- Ipil Campus in an account

of better accessibility and availability for the researchers. This study will be administered in the

school year 2022-2023. The premise of this study shall subsequently be the grounds mentioned.

Anything outside of the aforementioned limitations will not be taken into account in this paper.

Definition of Terms

Code-switching. According to Myers-Scotton (1993) code-switching is the selection by

bilingual or multilinguals of forms from an embedded language (or languages) in utterances of a

matrix language during the same conversation.

Language instruction. According to Peyton, J. K. (2015), the language of instruction may be

the mother tongue of students (a language they speak at home and in their community), the

official or national language of the country, an international language such as English, or a

combination of these.
Language classroom. English language classroom means a classroom in which the language of

instruction used by the teaching personnel is overwhelmingly the English language, and in which

such teaching personnel possess a good knowledge of the English language.

 CHAPTER 2
REVIEW OF RELATED LITERATURE
Code-Switching: Brief Background
Code Switching is a mechanism where a speaker uses plenty of languages and switch

between two or more languages within or during the conversation or utterances. Code-Switching

takes a variety of forms; it can occur within or at the end or beginning of sentences. The phrase

“Code Switching” was coined by sociolinguist Einar Haugen in 1954, the practice has existed

since the early mid – twentieth century. It is often known as the blending of two or more

languages or dialects. Code-switching is getting increasingly more prevalent, and it affects all

kinds of groups. People utilize it to keep in touch with all of these groups simultaneously and to

be able to fit and have a comfortable conversation. According to Jamshidi & Navehebraim,

(2013), Code-switching is the interchange of two languages inside a same speech, phrase, or

element. The use of “two or more languages concurrently or interchangeably inside one

discussion” is how it is commonly characterized (Grosjean, 1982, p. 145). When speakers

purposefully move from one to another, they are changing the language that is being utilized.

Various research concluded that although monolinguals may really be considered to move from

one variety or style to another, code switching is more common among bilingual and

multilingual speakers, where a person speak various languages and switch the language

depending on who the person speak and it’s setting. According to Poplack in Romaine

(1995:122-123), there are different types of code switching. These are the tag switching, where it

happens when a statement that is ordinarily spoken in another language contains slang or a term

that is spoken in a different language. Second is Inter-sentential switching, where speakers that

conduct this type of switching are often extremely adept in the involved languages since it

requires a large level of phonological awareness and adherence to both languages’ standards.
And the last is the Intra sentential switching, which refers to the switching that takes place

within a phrase or sentence, resulting in the combination of words from both languages.

Role of Preferences in Language Teachers

Majority of people speak freely and actively engage in various communication activity, if

they are given the opportunity to use their preferred language to communicate their thoughts.

The role of language preferences can also be seen in classroom setting. According to Erdogan

Bada & Zuhal Okan (2000), some students want more opportunities to participate in free

conversation, expressing their wish towards a more communicatively oriented approach. This

means that students use language they preferred for them to be able to express their ideas,

opinions or feelings. Language change in multilingual communities is not a random occurrence.

According to Begum et al. (2016), in some conversational and discourse contexts, speakers

prefer a specific language; in other contexts, there is fluid switching between two or more

languages in a single discussion, also called as code switching (CS). This means that language

preferences can be seen in code switching, where a person switch between two or more

languages to express their emotions and sentiments. The choice or preferred language to employ

depends on the situation and is more influenced by who one is speaking to—a parent, teacher,

police officer, priest, friend, or vendor—than by whether or not they are talking money

management, or how to resolve a family issue, or if someone is having an argument, praising, or

encouraging (Sanchez, 2020).

Language Use among Pre-Service Teachers

More than any other species on Earth, humans are capable of using complex language. We

work together to communicate through language; language is frequently utilized to discuss, even

create and preserve, our social world. The use of common terminology makes instruction easier.

The means of learning are content, conversation, criticism, and inspiration. For students from
minority groups, using everyday language “greases the wheels” and promotes involvement,

academic engagement, and understanding. Everyday language use enables students to connect

content in their native language or vernacular to school language, creating valuable context for

learning. The positive impact of everyday language use is not limited to achievement; it fosters

more positive peer interactions and perceptions of ability, all of which enable successful learning

(Aronson & Laughter, 2016).

Functions of Code-Switching in Language Classroom

Code switching is an everyday reality in every place where more than one language is

spoken in everyday communication. Code switching is a widely observed phenomenon

especially in multilingual and multicultural communities. Code switching is essential when

learning a second language. Sert (2005, p.1) states “in ELT classrooms, code-switching comes

into use either in the teachers’ or students’ discourse”. As a multilingual country, students in

English classes are obligated to speak their native tongues for a variety of purposes. The use of

codeswitching in the English classroom helps students to communicate effectively with one

another.

The use of code switching usually occurs during foreign language teaching-learning process

especially when studying English based on the different backgrounds and reasons (Yusuf, 2009).

Code-switching is frequently employed in English classes to help students understand foreign

subjects. In the classroom, instructors use a code-switch method to teach some subjects that the

students perceive as challenging. Once more, code-switching in the English language classroom

contributes to the creation of favorable environment for second language learning. Also, code-

switching creates a sense of belongingness or solidarity among students. Here, students feel that

they belong to one family and understand everybody in the classroom. Code-switching is also
used for self-expression. With this, learners feel free to express themselves in the classroom and

this helps them to understand concepts better.

Code-switching can be used during the teaching and learning process to emphasize important

details that students should remember, which usually encourages them to pay attention to the

ideas being thought. That is to accentuate or highlight the words or the topic’s semantic

importance in the speech occurrence. This may have educational value because many in some

instances, the choice of language used by learners and the topic at hand are closely related by the

way emphasis is used, or by the intention of assigning priority to a phrase or topic. To engage all

the various ability groups, code-switching is used as a teaching approach. It becomes a problem

if teachers don’t communicate well enough for all of the students to understand. In this instance,

code-switching offers the chance for linguistic growth and learning. Additionally, it enables the

efficient transfer of learning and communication. Teachers may switch the coding to make the

lesson learner-centered so that students can engage completely.

Pre-Service Teachers’ Behavior using Code Switching

In order to ensure students’ knowledge of various concepts, code switching should be used

in instruction. According to Borlongan A.M. (2012), Pre-service Teachers prefer to use code-

switching in instruction. The Pre-service Teachers believe that using code-switching in class can

help them gain students’ interest, manage the class, and make their students understand a

particular lesson. In his study, he found out that Pre-service Teachers believe that although code-

switching might be useful in class, too much use of it can lead to students being used in speaking

their native language, thus, weakening the chances to improve their skills in using the English

language.

Code-Switching as Pedagogical Approach

 Code-switching in the teaching and learning of second language has drawn a lot of

attention in recent years. In English language classes, language teachers frequently employ code

switching as a teaching strategy in the belief that it will aid in both students’ comprehension and

teachers’ explanation. Limoso (2002) reveals that code- switching serves a number of

educational objectives in a language classroom as well as facilitates cooperation and

understanding. Martin (2006) supports the claim that code switching promotes the educational

goals in delivering content knowledge.

The Implication of Code-Switching towards Target Language Instruction

Code switching has positive effects on learners and teachers (Ahmad, 2009). Promnath

(2016) explained that most teachers show positive attitudes towards code-switching, but believe

that code switching should be moderate. According to Ahmad (2009), code switching provides

students with opportunities to communicate and enhance their understanding.

Additionally, the use of code-switching saves time because teachers do not waste time

trying to clarify things or look for easy terms to help reduce the confusion. Code-switching

during instruction helped students feel more at ease and competent. Compared to using solely

English, code switching makes it easier for students with lesser performance to understand

instruction. Because they could switch to their native language when they are unsure of how to

explain anything in English, it allowed them to speak without worrying about what to say.

Simasiku (2015) observed that the use of mother tongue in English medium classrooms was not

only for classroom management, but for language analysis, presenting rules that governed

grammar, discussing cross-cultural issues, giving instructions or prompt, explaining errors, and

checking for comprehension.

Potential of Code-Switching in Enhancing Language Instruction by Language Pre-Service
Teachers
According to several research on code switching in the Philippines, this linguistic

phenomenon is used by individuals and groups for a variety of reasons in a variety of fields.

Code switching is frequently used in education and it benefits students’ learning results.

According to Borlongan (2009), the majority of English language teachers often code switched,

defying the “English only” rule in English-only courses. Code switching has been discovered to

have potential functions in addition to being the favored method of instruction in Philippine

schools. According to Limoso (2002), code switching aids in cooperation and comprehension as

well as other instructional goals in a literary classroom. Martin (2006) provides evidence in

support of the idea that code switching advances the educational objectives of imparting

knowledge and aiming the learning objectives. Code switching can be a helpful strategy for

enhancing English language teaching and learning (Greggio and Gil, 2007). They used code

switching as a technique to make place in their courses for learners who were less competent.

There are various significances of code-switching as a scaffolding tool in language teaching and

learning and has a positive influence towards target language instruction. Teachers had favorable

opinions on code-switching. As long as the shifts between two or more languages do not obstruct

the crucial learning processes, they considered code-switching permissible (Ibrahim, 2013).

Teachers who were questioned by Promnath (2016) stated that switching codes shouldn’t be

done word by word but rather inter-sentially or intra-sententially.

 CHAPTER 3
METHODOLOGY

This chapter outlines the methodology to be utilized in the conduct of the study. To come

up with a reliable and valid analysis of the data collected, it defines and demonstrates the

research design, instruments to be used in the analysis of data, validation of the instrument, and

data gathering procedure.

3. 1 Research Design
The overall methodological design of this paper is qualitative approach to be able to

achieve the aims of the study. Denzin et al. (2006) describe qualitative research as multi-method,

interpretive, and naturalistic in nature. Qualitative research seeks to gain a more in-depth

understanding through direct experience, accurate reporting, and references from real

conversations. It seeks to comprehend how participants interpret their environment and how that

interpretation affects their behavior.

According to Bryman (2008), qualitative research is an umbrella term for an array of

attitudes towards and strategies for conducting inquiry that are aimed at discovering how human

beings understand, experience, interpret, and produce the social world. This signifies that in

order to comprehend or interpret data through the different perspective of the unique meanings

attributed to them, qualitative researchers observed things in their natural environments.

Qualitative research, when done correctly, is internally consistent, thorough, and assists us in

answering important questions about people and their lives (Lincoln & Guba, 1985). This means

that qualitative research is generally subjective and focuses on the experiences of people's lives.

3.2 Participants of the Study

This study includes thirty (30) participants, all of whom are Second Year English language

Pre-service Teachers enrolled in the school year 2022-2023. The participants in this study will be

chosen based on availability and voluntary sampling. This implies that the respondents will only

be those students who are accessible and would like to participate.

3.3 Locale of the Study

This study will be conducted at Western Mindanao State University- Ipil Campus situated

in Purok Corazon, Ipil Heights, Ipil, Zamboanga Sibugay, where the participants are currently

enrolled. The researchers have considered this school and location as the locale of their study

since they are from the same school.

3.4 Research Instrument

Unstructured questionnaires will be used to gather data from the respondents. Given the

nature of the nature of the study, this research instrument is the best tool for data collection.

According to Guest (2019), unstructured questions are a bit more qualitative in feel. They do not

require pre-defined categories and they allow the respondent to express their views openly.

3.5 Data Gathering Procedure

Before beginning data collection, the researchers will write a letter of approval to the

school administrator to request permission to conduct the study at the Western Mindanao State
University- Ipil Campus, Province of Zamboanga Sibugay. Now, the researchers will coordinate

with a teacher for the conduct of the data collection. After determining the prospective

respondents and successfully negotiating with a teacher, the letter of approval will be given to

the teacher to support that the researchers have been in agreement to gather data from

respondents for the collection of data of this study.

After conducting the survey, the questionnaires will then be subjected to statistical analysis

to assess the responses of the respondents in connection to the given objectives. The researchers

estimate that it will take one (1) month to collect and synthesize all the necessary data needed in

the conceptualization of the study.

3.6 Data Analysis

In the conduct of the study, statistical analysis will be used. With the aid of statistical

analysis, large amounts of data may be gathered, analyzed, and turned into useful information by

identifying common patterns and themes. Simply said, statistical analysis is a method for data

analysis that assists in obtaining meaningful conclusions from unstructured and raw data. Given

the nature of the research design, this type of analysis is ideal because it will meet the given

objectives of the researchers in identifying the preferences and influence of pre-service teachers

in code-switching towards target language instruction.

 REFERENCES
Azlan, N. M. N. I., & Narasuman, S. (2013). The role of code switching as a communicative tool
in an ESL teacher education classroom. Procedia-Social and Behavioral Sciences, 90, 458-467.
Retrieved from www.sciencedirect.com/science/article/pii/S187704281302003
Conklin, Abby & Mondonedo, Denmark (2022). Code-Switching: How We Do it and Why.
Retrieved from https://study.com/learn/lesson/code-switching-types-
examples.html#:~:text=Course%2024K%20views-,Types%20of%20Code%2DSwitching,on
%20context%20and%20individual%20actions.

Flores, I. R. P., & Balmeo , M. C. S. (2021). Code Switching in Instruction: Pre-Service

Teachers’ Lived Experiences. International Journal of Multidisciplinary: Applied Business and
Education Research, 2(7), 598-612. https://doi.org/10.11594/ijmaber.02.07.08

Ibnian, Salem Saleh., Itmeizeh, Mahmoud., & Sha’fout, Malak (2017). Code- Switching among
Teachers of English Language Service Courses at PAUC: Types and Functions. Asian Journal of
Humanities and Social Studies (ISSN: 2321 – 2799) Volume 05 – Issue 04, August 2017.
https://www.ajouronline.com/index.php/AJHSS/article/view/4892/2569

Shuter, Jesse (November 5, 2013 at 3:31 pm). Code-switching in Society. Retrieved from
https://scienceleadership.org/blog/code-switching_in_society