PAGES 1 Final Edition

Pamantasan ng Cabuyao
Katapatan Homes, Brgy. Banay-banay, City of Cabuyao, Laguna
COLLEGE OF EDUCATION, ARTS, AND SCIENCES 1
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
English is the main language of more than fifty countries. It is also the “world’s
language” or “global lingua franca”. It was most widely used in language international
business and telecommunications, newspapers, and book publishing, scientific publishing,
mass entertainment and diplomacy.
Comprehension is the ability to understand and get meaning from the spoken and
written language (National Institute for Literacy, 2001). Comprehension needs of a
complex process involving knowledge, experience, thinking, and teaching (Fielding &
Pearson, 1994). Therefore, effective comprehension instruction is necessary to help
learners to understand, remember, and communicate.
Code-switching was first acknowledged in 1977 by Carol Myers-Scotton and

Wiliiam Ury and they describe code-switching as the utilization of two or more languages
in the same conversation or interaction. It was also known as “Tag-lish or Conyo”.
Why do we use code-switching?
Code-switching is very useful in nowadays scenario in education wherein in order

for the teachers to be fully successful in the classroom, the teachers must work to have a
consistent connection or relation with his or her students. Nonetheless, connection is very
hard to be made because of the language differences of the learners. It is a vital role of a
teacher to have better understanding about the language can be used in various
circumstances. We used code-switching to bridge the lapses between learners and teacher
within the classroom discussion. Some teachers utilized code-switching for easy
understanding about the lesson. Teachers used code-switching to have an effective
interaction with the learners. As a result, learners engaged with the use of code-switching
in order to overcome linguistic shortcomings. It is used to transmit knowledge to the

learners in clear and efficient manner. Therefore, code-switching is useful for both
teachers and students (Bista, 2010). Code-switching may also be used to emphasize a
point, or to add more force to a phrase.
On the contrary, it is a fatal sin to speak in the mother tongue if you were teaching
a certain language to your students because in order for the learners to fully understand or
have the full opportunity to understand the lesson, the teacher himself or herself must
speak the target language.
In EF EPI or Education First English Proficiency Index of 2019, European

countries had the highest English Proficiency of any region in the world. They reached
56.64 total average score.
However, the comprehension skills of Filipinos remained alarmingly low.

According to Dr. Nolasco, there were almost 20 million Filipinos who could read but
could not understand what they had read. This is based on the Functional Literacy,
Education and Mass Media Survey (FLEMMS).
In this study, the researchers aimed to determine the effects of code-switching in

English comprehension of the Grade 7 students. If reducing the use of code-switching has
a good effect of the English comprehension skills of the Grade 7 students or it decreases
more the English comprehension?
Background of the Study
We conducted our pre-survey interview for our needs analysis, we discovered that
one of the major problems of the students in our research locale which is Cabuyao
Integrated National High School is English comprehension.
The English teachers often used code-switching to the learners could easily cope
up with the lessons. Code-switching for them was alright although they were still teaching
English with the target language but when the miscommunication occured, they started to
speak in the vernacular. Code-switching for them was a bridge that pushed them to easily
understand the lesson.
According to our interview with Mrs. Galang, “When it comes to problems, there
are many problems. One of them is comprehension. It is difficult for them to understand
the lesson well. Although there are some really understand the textual meaning but when it
comes to the response that’s the difficulty.”
Also, Mrs. Esteban stated. “The problems I usually observe in my students during
my English classes… difficulty in comprehension.”
Another, Mrs. Pingad said. “usual problems that I encounter in teaching is

developing reading comprehension.”
According to our interview with Mrs. Siddique, “We are doing, ahmm… actually
hindi siya consider as strategy pero ginagawa namin, translation. So, we give them the
question in English tapos itatranslate naming sa tagalog. Then they will ask us, “Ma’am,
pwede pong tagalog?”, iaallowed namin pero dapat pipilitin mo or ihehelp mo siya o
igaguide mo siya na sumagot in English. So, nandoon pa rin yung English”.
The teachers used code-switching because they could observe that students were
more comfortable with the use of vernaculars. However, they still helped the students to
respond in English. Therefore, the effectiveness of the comprehension with the target
language will be instilled.
Moreover, the researchers aimed to conduct a research in accordance to the

problem they gathered in Cabuyao Integrated National High School and pushed to them to
come up with the study.
Statement of the Problem
This study aimed to determine the effects of reducing code-switching in English

comprehension of the Grade 7 students.
Precisely, it looked for answers to the following questions:
1. What is the demographic profile of the respondents in terms of:

A. Students:
a. Sex; and
b. Age?
2. What are the impacts of code-switching in general English comprehension of
Grade 7 student:
A. With code-switching; and
B. Without code-switching?
3. Is there any significant difference regarding the code-switching in the general
English comprehension of the Grade 7 students in Cabuyao Integrated National
High School?
4. What kind of recommendation can promote by the researchers to help the school
and the teachers in the English comprehension of the Grade 7 students in Cabuyao
Integrated National High School?
Objectives of the Study
1. To determine the effects of code-switching in general English comprehension of

Grade 7 students in Cabuyao Integrated National High School
2. To identify the impact of code-switching in general English comprehension of the
3. To discover a recommendation to intervene with the problem or struggle of the
4. To recommend to the institution the effects in using code-switching to help the

Grade 7 students of Cabuyao Integrated National High School to master and
strengthen their foundation in general English comprehension
Research Hypotheses
H0: There is no significant difference between code-switching in the general

comprehension in English of the Grade 7 students.
H1: There is a significant difference between code-switching in the general

comprehension in English of the Grade 7 students.
Significance of the Study
This study was undertaken to find out the effects of code-switching and if it had
impacts to the general English comprehension in Cabuyao Integrated National High
School.
Benefitting the study are the various sectors as follows:
Students
The main focus of the study is the students because when the study is finish they
would be the one who will receive the full benefit the entire study.
Teachers
The study will benefit the study as well because teachers will be the one to execute
the lesson with his or her learners.
School
The study will benefit the school because when the learners and teachers are
equipped with the English comprehension, it gives good feedback to the institution record.
The school will also build good learners and teachers in the future.
Community
This study will benefit the community because it has equipped individuals that
circulate to the society.
Researchers
This will enable to them to look for strong evidences and responses from their
respondents improve their research skills little-by-little.
Future Researchers
It will become a big help to the future researcher for their guide when they start
doing their research.
Scope and Limitations
Scope
This study focused on The Effects of Code-switching in general English

Comprehension in Grade 7 Students in Cabuyao Integrated National High School.
Restricting the study to the Grade 7 students in Cabuyao Integrated National High School
and English comprehension provided the researchers the opportunity and time to deal with
problem thoroughly. There were one hundred (100) respondents from the research locale.
The researchers only focused on their field of specialization which is English. The answer
of the respondents was beyond the control of the researchers. Whatever the result, it would
be the basis of the study undertaken.
Limitations
The feelings, views and opinions of the respondents did not reflect on the
researchers’ study. The researchers had no control of the respondents’ answer to the
following questions. However, the researchers based the data on the answers given by the
respondents and this study would not cover the writing, speaking, listening, and reading
but the general comprehension of the students in the English.
Theoretical Framework
This study is interlinked with the Theories of Learning by Edward Thorndike

constituting three major laws namely: Law of Readiness, Law of Effect, and law of
Exercise.
The Law of Readiness
The Law of Readiness states that the responses to a situation that have a satisfying
state of affairs will be strengthened and will become a habitual response to that situation.
Similarly, responses to a situation that have an annoying state of affairs will be weakened
and are unlikely to be repeated. This law also discusses that learning is dependent upon
the learner’s readiness to act, which facilitates the strengthening of the bond between
stimulus and response.
When a learner is being motivated to speak English language, it will be expected

that he will continuously speak the language all the time. On the other hand, if the learner
is discouraged to speak English language, it is possible that he will loss his self-confidence
and it will cause him to not speak the target language as expected by the teacher.
In addition, it is important to know the readiness and preparedness of the students

to speak the language. This is to help them encourage themselves to speak fluently in
English rather than using code-switching.
The Law of Effect

The Law of Effect stated that those behavioral responses that were most closely
followed by a satisfying result were most likely to become established patterns and to
occur again in response to the same stimulus.
When a learner usually speaks English language and it resulted into positive
outcome like being praised by his teacher, the learner will possibly repeat his action and
gradually avoid himself in using code-switching. This will lead him to frequently use the
language and it will make him speak in English fluently.
The Law of Exercise
The Law of Exercise states that, in learning, the more frequently a stimulus and
response are associated with each other, the more likely the particular response will follow
the stimulus. The law implies that one learns by doing and one cannot learn a skill, for
instance, by watching others.
When a learner always used English language in speaking, he will be familiarized

with the language itself and it will become natural for him to speak the target language.
There are times that the learners choose to practice their speaking skills in English
language so that they will be confident in speaking the language. In this way, code-
switching will be monitored and filtered which will help the students to improve their
speaking and understanding the target language.
To sum up, these laws under theories of learning by Edward Thorndike greatly
contribute on how a child learn and speak English language with the help of motivation,
reinforcement, and practice associated by the teachers.
Conceptual Framework
INPUT PROCESS OUTPUT

Demographic Completion of
the letters to be Based on the findings and conclusion,
profile of the approved by the
the researchers hereby present the
superintendent
respondents: of the Division following recommendations:
office and the
1. EAP – English for Academic
permission of
A. Students: the school Progress
principal and
a. Age; and 2. For the future researchers who
department
head of English would like to continue this
b. Sex.
Observation of study, the researchers would
the lesson and like to suggest to focus more
The impact of jotting down
notes on the speaking skills: monitor
code-switching in
the span of time using the
Facilitating
English respondents second language (L2) and also
while
comprehension of observe the effects of the first
answering the
survey language influence of a learner.
Grade 7 students:
Collection of This might help you to have a
data stronger stand regarding this
A. With code-
Data analysis, study. Remember that in order
switching; and interpretation,
and findings for us to learn a language, we
B. Without code- must speak the language.
switching.
FEEDBACK
Research Paradigm
The input consisted the demographic profile of the respondents. It included the
students’ sex and age of the students and the impact of with and without the utilization of
code-switching.
The process included the approval of the Superintendent of the Division office, the
school principal, and the department head of English to conduct the study. It also included
the observation of the researchers during the lesson in that case they could jot down notes
to provide a short quiz as the survey questionnaire. The process also indicated the time
when the researchers would facilitate the class while the respondents were answering the
questions. And the last part was the collection of data and its analysis, interpretation, and
findings.
The output would be the recommendation that the researchers would provide for
the institution to bridge the gap about the English comprehension of the Grade 7 students
in Cabuyao Integrated National High School.
Definition of Terms
Code-switching. As the utterance which two or more languages are being used by a
person in order to convey a message with only one subject (Namba, 2004).
Comprehension. The ability to understand and get meaning from the spoken and written
language (National Institute for Literacy, 2001)
Conyo/Taglish. Refers to a language where people speak the combination of English and
Filipino language (Valdeavilla, 2018).
English. Refers to the “world’s language” or “global lingua franca”.
Vernacular. Refers to the native language or specific language of a specific place.
CHAPTER 2
REVIEW OF RELATED LITERATURE
Foreign Studies
Code-switching was useful in assisting teaching and learning process in English.

Ustunel (2016) stated that regarding the positive and negative side of code-switching, one
should be aware of the reason behind it to determine whether code-switching was
applicable or not.
According to Breitborde (2016), “The use of their linguistic repertoire by bilingual

speakers has been linked to situation, setting, social relationships, identity, and topic.” The
relationships, identity, and topics in this paper involve the academic library and the
relationships foreign-born students have to information topics, tasks, and people as
mediated through language.
C as a research topic today has crossed from linguistics into fields including
education, English composition studies, and cultural studies. A search using
“codeswitching, code switching or code-switching” in the Scopus Social Science and
Humanities Index (limiting the search to articles) shows that there were 67 articles
published about code-switching in 2016. One of these is an outstanding look at CS in hip-
hop. The author recommends the book Global Linguistic Flows: Hip Hop Cultures, Youth
Identities, and the Politics of Language by Samy Alim, Awad Ibrahim, and Alastair
Pennycook. Sociolinguist Jannis Androutsopoulos’s chapter “Language and the Three
Spheres of Hip-Hop” has a fascinating.
Fishman (2017) designates as a “multimodal nation” which is suitable for a study

about the characteristics of 1.5-generation immigrants. Research indicates that the 1.5
generation might fare better educationally and might be better adjusted than their peers
who were born in the U.S. (i.e., the second generation).
To add, the characteristics of 1.5-generation immigrants have decided that they are
different from the American-born bilinguals. They normally have stronger home language
competencies and use more home language to communicate with parents at home.
However, they are not competent enough to talk about academic issues in home language
because they move to foreign countries before they acquire cognitive academic
competence.
Two studies by Polio and Duff (2021) examined both quantitatively and
qualitatively the use of English and the foreign language in university foreign language
classes in the U.S.
The specific area of interest in this case was teachers’ perception of the use of
code-switching to facilitate comprehension or understanding during in class language arts
instruction. This investigation into teachers’ perception of the use of code switching to
facilitate comprehension in the area of language arts instruction in a primary school in
Northern eastern educational district was conducted by the use of the theoretical
framework of the ethnography of communication. The data was collected through the use
of an attitudinal survey, the match guise technique, one on one interview and focus group,
non-participant observation classroom checklists and artefacts that is, the observation
classroom of students work after the observed lesson. This proved to produce several
significant themes and issues that give some indication of teachers’ perception of the use
of code switching to facilitate comprehension during language arts instruction.
Local Studies
Code switching was noted as a valuable educational resource to facilitate the

development of literacy in children, to be used as an approach to the acquisition of literacy
(Avendaño & Belanio, 2016), and resource in making knowledge more comprehensible to
the students than when only English is used (Abad, 2018).
Code-switching, referred to the popular parlance as Taglish, was often blame for
deteriorating of language skills of Filipinos (Bernardo, 2016). However, code-switching
strengthened the field’s understanding (Lesada, 2017).
After constant research, they had come up with a helpful strategy – code-switching
a matter of allowing students to switch codes in the classroom (Ruio, et. al., 2015). On the
contrary, the negative perspective of code-switching continued to give teachers,
administrators and parents a cause of concern and it impeded learning (Abad, 2018) and
English as medium of instruction should remain as the formal language of class
discussion.
Foreign Literature
Several circumstances, code-switching linked the lapses in students’ linguistic

ability. Carol Myers‐Scotton (2017) stated that in many of the world's bilingual
communities, fluent bilinguals sometimes engage in code‐switching by producing
discourses which, in the same conversational turn or in consecutive turns, include
morphemes from two or more of the varieties in their linguistic repertoire.1 Thanks to a
plethora of publications and conference presentations on code‐switching since the late
1970s, an overview of CS in the middle 1990s can offer a rich characterization of CS
itself, as well as comparing it more precisely with other language contact phenomena
involving two or more languages.
Penelope Gardner-Chloros et.al, (2015) stated that code-switching in spoken

modes has now been studied fairly extensively and is better understood at the
conversational as well as the grammatical level. However, interest in written code-
switching has developed more slowly and is still represented mainly in relation to specific
periods, such as the Classical period and the medieval period, where a large number of
works have now appeared. Linguists have questioned to what extent the models developed
for spoken code-switching can be applied to writing, and a fortiori to literary writing. This
introductory article reviews the main types of literary multilingualism and the main
functions of code-switching within it. We conclude that there is at least a partial – and not
inconsiderable – overlap between the functions of code-switching in spoken and written
modalities.
We show that the theoretical construct “phase” underlies a number of restrictions

on code-switching (Luis López et.al, 2017) in particular those formalized under the
Principle of Functional Restriction. The fundamental hypothesis that code-switching
should be studied using the same tools that we use for monolingual phenomena is
reinforced.
Daniel Weston et.al (2015) stated in his article argues that contrary to
sociolinguistic practice which emphasizes spontaneous speech as the main or only source
of evidence, the study of literary code-switching (CS) can be relevant to an understanding
of CS in general. CS is first distinguished from other forms of literary multilingualism and
from borrowing. We then consider how CS fits in with the mimetic function in literary
dialogue, and how its functions can be compared with those of natural speech. We will see
that literary CS can provide a wealth of sociolinguistically relevant information on speech
modes found in various communities, and is particularly apt to portray postcolonial
tensions. More stylized CS in poetry and drama can also embody complex multicultural
identities and patterns of language choice, even in the absence of strict verisimilitude.
Code-switching leads to phonological convergence by examining voice onset time

(VOT) realization in the spontaneous code-switched speech of New Mexican Spanish-
English bilinguals. We find that average VOT duration values in New Mexican Spanish
fall within the range typical of non-contact varieties of the language, while New Mexican
English displays VOT values in the low range of typical non-contact English. When we
examine the VOT values of Spanish- and English-language words at varying degrees of
proximity to code-switch points, we find a similar asymmetry. In Spanish, no effect of
recent code-switching is evident. In English, conversely, close proximity to code-switch
points results in a significant reduction in VOT values, i.e. in the direction of Spanish. We
argue that while the data studied here do not directly demonstrate a causal connection
between code-switching and long-term phonological convergence, they would not be
inconsistent with such a view. We discuss a number of possible causes for the observed
asymmetry between Spanish and English (Colleen Balukas et.al 2015).
In a journal written by Nelly Martin-Anatias (2020), an article offers insights on

how code-switching (CS) as a linguistic device and mechanism has served as an act of
empowerment for the bilingual filmmaker to challenge government domination. Bahasa
gado-gado, an Indonesian-English CS, is normatively unfavorable language use in
Indonesia. The negative sentiment toward CS has been expressed by many Indonesians
and the government. This article investigates the English switches in otherwise Indonesian
popular cinematic texts: two films released after 1998, a critical political moment in
Indonesia. Since the collapse of the New Order era in 1998, the use of bahasa gado-gado
has been significantly visible in public spaces. Using a textual interpretive analysis, I show
how CS is a tool used by characters to express “non-normative” sexual orientations in a
liberating and open manner; by extension, CS in this context serves to expand monolithic
definitions of Indonesianness.
Anatoliy V Kharkhurin (2015) stated that code-switching practice has an impact on

creativity.
The gradual reintroduction of translation into the foreign language classroom in the
last few decades has generated considerable interest among teachers and scholars. A
renewed focus on translation as an aspect of language teaching has simultaneously
originated from and resulted in the publication of theoretical and empirical studies as well
as monographs that recognize ‘pedagogical translation’ as a beneficial and increasingly

accepted practice. However, conceptual and terminological inconsistencies persist that
blur the boundaries between the general idea of using translation in the language
classroom and more specific practices that involve translation tasks (also known as
‘pedagogical translation’) or code-switching. The article addresses these terminological
incongruities by exploring the impact of conceptualizations of translation in language
education and, specifically, its use in pedagogical translation. The goal is to consider the
plethora of concepts related to translation in language teaching (TILT) and to explore how
they may be connected with the reconceptualization of translation in language pedagogy.
This will open up useful avenues for a more thorough incorporation of translation into
foreign language education, particularly at the secondary and college level, and will
propose future lines of research and pedagogical sound praxis (Lucía Pintado Gutiérrez,
2018)
Rena Torres Cacoullos et.al (2015) questioned the grammatical convergence

between bilinguals’ two languages inevitable and does code-switching inherently promote.
Despite the burgeoning of bilingualism studies, this question—and even what should
count as code-switching—remains contentious. Cumulative scientific advances will
depend on attention to the social context in which bilingual phenomena arise, proper
handling of spontaneous speech data, and consideration of the probabilistic constraints
underlying occurrence rates of linguistic forms. We put forward this program of study as
implemented in systematic quantitative analysis of linguistic structures in the New Mexico
Spanish-English Bilingual (NMSEB) corpus. This unique compilation of bilingual speech
by members of the Hispanic Northern New Mexican community in the United States
records both borrowing and—vitally—copious multi-word code-switching. Advancing the
study of bilingualism is community-based data collection and accountable analysis of the
linguistic conditioning of variation in both of the languages in contact as used by the
bilinguals themselves, in comparison with appropriate benchmarks, again of both
languages (monolingual, or earlier, varieties). The role of code-switching in convergence
is evaluated through a novel on-line measure, comparisons based on the proximity of

spontaneous use of the other language. Implementation of this test of proximate code-
switching confirms a disjunction between bilinguals’ phonology, which is more labile, and
morpho-syntax, which is stable. Variation is conditioned by intra-linguistic contextual
features, the distribution of which, however, may shift under code-switching, shaping
patterns in the bilingual community.
Code-switching has been a frequent feature of literary texts from the beginning of
English literary tradition to the present time. The medieval period, in particular, with its
complex multilingual situation, has provided a fruitful background for multilingual texts,
and will be the focus of the present article. After looking at the linguistic background of
the period and some specifics of medieval literature and of historical code-switching, the
article discusses the main functions of code-switching in medieval poetry and drama,
especially in regard to the different but changing status of the three main languages of
literacy: Latin, French and English. This functional-pragmatic approach is complemented
by a section on syntactic aspects of medieval literary code-switching, which also contains
a brief comparison with modern spoken code-switching and shows some important
similarities and differences between the two sets of data (Herbert Schendl, 2015).
Hilda Cahyani, Michele de Courcy (2018) stated that the pedagogical and
sociocultural functions of teachers’ code-switching are an important factor in achieving
the dual goals of content learning and language learning in bilingual programs. This paper
reports on an ethnographic case study investigating how and why teachers switched
between languages in tertiary bilingual classrooms in Indonesia, where the main language
of instruction was English. Data on code-switching were gathered in three classrooms over
one semester, employing classroom observation with video and audio recording, semi-
structured teacher interviews with some stimulated recall, and a focus group discussion.
Transcripts of classroom interaction were examined using both an Interactional
Sociolinguistics (IS) perspective and functional categories of code-switching. Teacher
reflections were studied, and analysis indicated that teachers’ code-switching was
frequently used to support students to gain understanding of unfamiliar concepts, where
the pedagogical focus was on the subject matter more than on language. It also involved
managing students’ behaviour and engaging in interpersonal and affective interactions
with students. The teachers’ code-switching thus frequently functioned as translanguaging
in that it occurred as an intentional strategy for teaching in these bilingual classrooms,
integrating the two languages in order to achieve better communication and engagement in
learning.
John M Lipski et. Al (2019) stated that the present article provides an overview of
ongoing field-based research that deploys a variety of interactive experimental procedures
in three strategically chosen bilingual contact environments, whose language dyads
facilitate a partial separation of morphosyntactic factors in order to test the extent to which
proposed grammatical constraints on intra-sentential code-switching are independent of
language-specific factors. For purposes of illustration, the possibility of language switches
between subject pronouns and verbs is compared for the three bilingual groups. The first
scenario includes Ecuadoran Quichua and Media Lengua (entirely Quichua syntax and
system morphology, all lexical roots replaced by Spanish items; both are null-subject
languages). The second juxtaposes Spanish and the Afro-Colombian creole language
Palenquero; the languages share highly cognate lexicons but differ substantially in
grammatical structures (including null subjects in Spanish, only overt subjects in
Palenquero). Spanish and Portuguese in north-eastern Argentina along the Brazilian
border form the third focus: lexically and grammatically highly cognate languages that are
nonetheless kept distinct by speakers (both null-subject languages, albeit with different
usage patterns). Results from the three communities reveal a residual resistance against
pronoun+ verb switches irrespective of the subject-verb configuration, thereby motivating
the application of similar techniques to other proposed grammatical constraints.
While mixing languages in natural speech production has often been inaccurately
ascribed to illiteracy or lack of linguistic competence, doing so in writing is a long-
standing practice in bilingual literature. This practice may fulfill stylistic or aesthetic
purposes, be a source of credibility and/or communicate biculturalism, humor, criticism,
and ethnicity, among other functions. Here, I analyze a selection of contemporary
Spanish–English bilingual literature (poetry, drama, and fiction) written by Mexican
American, Nuyorican, and Cuban American authors focusing on the types, and
significance, of code-switching (CS) in their works. The aim of the study is to determine
to what extent the socio-pragmatic functions that have been attested in natural bilingual
discourse are present in literary CS, whether it is mimetic rather than rhetorical, and what
differences exist both across literary genres and among the three US Latino groups. I also
emphasize the cultural aspect of CS, a crucial element that has often been overlooked in
the search for grammatical constraints (Cecilia Montes-Alcalá 2015).
Odilia Yim (2019) stated that the code-switching, the spontaneous switching from
one language to another, shows unique structural and functional patterns in different
bilingual communities. Though historically viewed as negative, it has been documented as
an acceptable way of speaking in certain contexts, namely multilingual communities. We
investigated the implications of code-switching on bilinguals’ language attitudes and
identities in Toronto, a distinctly multilingual and multicultural metropolis. Twelve
Cantonese–English bilinguals participated in a semi-structured interview discussing their
code-switching and language attitudes. Interviews were then evaluated using a critical
realist framework and analyzed via first and second cycle coding. Code-switching elicited
mixed emotions: It was a source of pride, but also a reminder of weak Cantonese language
skills due to others’ metalinguistic comments and judgments. Participants’ code-switching
indexed them as juksings, labelling them as Chinese individuals born and raised overseas,
de-authenticating their Chinese group membership. Results are discussed with regard to
ethnic identity and intra-group communication.
Code-switching would only require cognitive control, however, when speakers

maintain some degree of separation between their two languages, not when they
completely mix the lexicons and grammars of their languages. For Frisian–Dutch
bilinguals, mixing of Dutch (majority language) into Frisian (minority language) is
common, but mixing of Frisian into Dutch is not. Therefore, Frisian–Dutch bilinguals
need to maintain some degree of language separation when they speak Dutch, but not
when they speak Frisian, predicting that code-switching from Dutch to Frisian would
affect cognitive control more than vice versa (Evelyn Bosma et.al 2019).
In a journal entitled “Jewish Education” by Yona Gilead (2016), the teaching and
learning of Modern Hebrew outside of Israel is essential to Jewish education and identity.
One of the most contested issues in Modern Hebrew pedagogy is the use of code-
switching between Modern Hebrew and learners’ first language. Moreover, this is one of
the longest running disputes in the broader field of second language research and
education. Based on recent conceptualizations of bi/multilingualism together with findings
from an empirical investigation of beginner students at an Australian university, this
article argues that strategic use of code-switching serves the needs of both learners and
teachers working within a bi/multilingual educational environment.
Jungsun Ahn, Carrie La Ferle et.al (2017) stated that using two languages within
an advertisement is increasing across many markets, throughout the world. By
investigating code-switching effects between the Korean and English languages, this study
is the first to directly test the Markedness Model perspective in the Korean marketplace.
Furthermore, this study introduces a new type of code-switching (transliterated code-
switching) between two alphabetic languages and assesses the impact of code-switching
on advertising effectiveness across the different types. Korean–English (TL-KE) code-
switching were significantly higher in attitude toward the slogan and product evaluation
than English–Korean (EK) code-switching. However, there was no significant difference
in the dependent variables between TL-KE and KE slogans. Study 2 tested the role of the
perceived difficulty of the English words as a moderating variable. It was found that the
KE slogan was more effective than the TL-KE slogan when difficult English words were
embedded in the slogans, whereas no difference was found between the two slogans when
the English words were perceived as easy. Implications for advertisers are presented and
future research areas are discussed.
Code-switching has been found to have social motivations in addition to syntactic

constraints. In this work, we explore the social effect of code-switching in an online
community. We present a task from the Arabic Wikipedia to capture language choice, in
this case code-switching between Arabic and other languages, as a predictor of social
influence in collaborative editing. We find that code-switching is positively associated
with Wikipedia editor success, particularly borrowing technical language on pages with
topics less directly related to Arabic-speaking regions (Michael Yoder et,al 2017).
Christopher Boulton (2016) stated in his article that Black identities within the
U.S. advertising industry—an atmosphere charged by a history of discrimination against,
and continuing underrepresentation of, African American practitioners. Drawing on
theories of code switching and stereotype threat, the author interprets data from a set of
focus groups with Black interns working at agencies in New York City and argues that
their supposed race-based affiliations conceal deeper anxieties of cultural belonging
marked by fissures of class and language that trigger self-monitoring and thus undermine
retention and advancement in the advertising field. Furthermore, the author contends that
the added psychological burden of stereotype threat makes Black interns wary of seeking
out help from other more established Black employees—for fear of being seen as
preferring their own race—thus placing them at a career development disadvantage vis-à-
vis Whites, who have no qualms about affiliating with and mentoring other Whites. The
author then offers some strategies for closing the White–Black labor gap in advertising
ranging from agency reform from within to clients exerting structural pressure from
without and concludes with a call for communication scholars to move beyond the text
and critique race representation at the point of production
One of the most studied forms of multilingual language use is code-switching, the
use of more than one language within a speech exchange. Some forms of code-switching
may also be regarded as instances of translation, but the relation between these notions in
studies of multilingual discourse remains underspecified. The present article examines the
intersection of code-switching and translation by exploring multilingual reiteration, the
phenomenon most clearly intertwined with both code-switching and translation. We
reflect on the analytical treatment of reiterations as occasions of code-switching and/or
translation by reviewing the use of related terms in previous studies and by examining two
sets of data. We analyze multilingual contemporary conversations and early modern
drama by employing two separate functional approaches: conversation
analysis/interactional linguistics and pragmaphilology/historical socio-pragmatics. Instead
of viewing reiteration primarily as a type of code-switching or translation, this study
considers it more broadly as an act of repetition, with each case possessing its individual,
context-sensitive properties. In particular, the study investigates multilingual reiteration
from the point of view of the organizational features of repetition within the larger context
of action and discourse (Katariina Harjunpää, et.al 2016).
Local Literature
Code-switching caused damage to use code-switching regularly to the learners

because it could cause confusion to the students’ comprehension of rigorous idea on how
something works. Thus, teachers at the upper secondary school believed that code-
switching was a helpful instrument when teaching English and was considered to be
inevitable (Avendaño & Belanio, 2016).
Teachers sometimes code-switched for reformulation and facilitation but they

rarely code-switched for language acquisition and habitual purposes (Benjamin Baguio
Mangila 2019).
Code-switching was emphasizing and reinforcing a message that had been

transmitted firstly in the target language but then students rely on repeating the message in
first language to convey to the teacher that the message is understood. However, code-
switching had often been perceived as being of lower status, a strategy used by weak
language performers to compensate for language deficiency (Catabay, 2016).
Problems had arisen from the unequal developmental status of Filipino and English
and the subsequent failure to meet manpower and material needs and Code-switching was
done mostly out of laziness and it was embarrassing and the overused of L1 was
dangerous to students’ interaction and learning (Garcines & Alvarez, 2018).
Synthesis
As we reviewed our related literature, you can see the positive and negative
effects of code-switching.
It said there that code-switching was a useful assisting strategy in teaching

(Moghadam, et. al., 2013), noted as a valuable educational resource to facilitate the
development of literacy in children, to be used as an approach to the acquisition of literacy
(Avendaño & Belanio, 2016), and resource in making knowledge more comprehensible to
the students than when only English is used (Abad, 2010), teachers let the students to
communicate using code-switching to enhance their comprehension (Ahmad & Jusoff,
2009). Furthermore, it helped the teacher to facilitate the flow of discussion because
teachers would not spend so much time explaining because with a simple switching it
clarified any confusion (Ahmad & Jusoff, 2009), and employed primarily for the
following reasons: for ease in understanding, for brevity, for lack of indigenous terms, for
precision, for emphasis and clarity (Bautista, 2004).
However, despite of the positive effects of code-switching there would always be a

contrary side. On the other author, code-switching in accordance of the statement by Ellis
(1994), Cooks (2001) and Richard & Rodgers (2001), the effectiveness of code-switching
was not always present or it was not all the time effective. Thus, they would not pay much
attention to the English because they believed that it would be eventually translated to
their mother tongue (Yletyine, 2004), it did not contribute to the development of
proficiency and competence (Mogkwathi & Webb, 2013), and damaged to use code-
switching regularly to the learners because it could cause confusion to the students’
comprehension of rigorous idea on how something works (Abad, 2010).
This review of related literature pushed the researchers to seek for the effects of
code-switching in general English Comprehension of the Grade 7 Students.
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter presented the research design and methodology utilize in this study. It
included the research design, research locale, respondents of the study, instrumentation,
data gathering procedure, and statistical treatment of data.
Research Design
This research is designed as quasi-experimental study in which the researchers

involve manipulation of the independent variables to observe the effect on the dependent
variable.
There are two groups in quasi-experimental study:

1. The control group

In control group, the independent variable is held constantly. A group separated
from the rest of the experiment such that the independent variable being tested
cannot influence the results. This isolates the independent variable's effects on the
experiment and can help rule out alternative explanations of the experimental
results. They will remain steady without the use of the code-switching.
2. The experimental group

In experimental group, the group is exposed to changes in the independent
variable being tested. The values of the independent variable and the result on
the dependent variable are recorded. The experimental group will be the one to
receive the utilization of code-switching and test the possible effect of it.
Moreover, quasi-experimental designs were generally used to establish the

causality in situations where did not assign groups and did not manipulate the independent
variable. Control group were identified and exposed to the variables.
Research Locale
The researcher locale in this study was the Cabuyao Integrated National High
School which is located at Limcaoco Street, Poblacion Tres City of Cabuyao Laguna.
Respondents of the study
The respondents of the study were the Grade 7 students of Cabuyao Integrated
National High School, S.Y. 2019-2020 because they are the one who mostly experience
the use of code-switching in general English comprehension during the discussion in
English subject.
Sampling Design
This research would use random sampling in choosing the respondents of the
study. Random sampling referred to a variety of selection techniques in which sample
members are selected by chance, but with a known probability of selection.
Research Instrument and Validation
The researchers would ask a permission from the school to provide one (1) English
teacher and two (2) sections that is to be observed by them. After wards, the English
teacher would perform and used the Code-switching, with and without. There would be a
short quiz to be answered by the respondents after the lesson. The researchers would be
the one to provide the short quiz and it would serve as the researchers’ numerical data and
would serve as the survey questionnaire. A survey was a data gathering method that is
used to collect, analyze and interpret the views of a group of people from target
population. Survey questionnaires were usually paper-and-pencil instruments that the
respondents completed.
The questionnaires would be used in the study were self-made questionnaires.

However, it was still based on the lesson given by the English teacher and to be completed
by the respondents.
Moreover, the researchers would provide a validation letter and they would give it
to the Division Office and the school for approval. The researchers also provided a sample
of answer sheet, table for tally, and rubrics to interpret the data.
Data Gathering Procedure
The research instrument is administered to the students personally. These are the
following procedures:
1. Approval of letter from the Division office and the estimated span of the letter to
be released is within two-three working days.
2. The researchers will receive the approved letter from the Division office.
3. The researchers will proceed to the school to inform the school principal and the
department head of English regarding their research and ask permission if they will
allow the researchers to have one (1) English teacher and two (2) average sections.
4. Approval of the school principal and the department head of English.
5. The department head of English will provide one (1) English teacher and two (2)
average sections.
6. The researchers will inform the English teacher about the experiment and will ask
for the schedule of the experiment.
7. The English teacher sets the schedule.
8. The researchers will return to the school in the expected schedule of the
experiment.
9. The researchers will start the observation the first section which is the controlled
group and they will listen attentively and create the short quiz through jotting
down notes about the lesson.
10. The researchers will do the same way on the second section which is the
experimental group.
11. After the two lessons, the researchers create questions for the quiz that will be
answered by the respondents on the next day.
12. The researchers will return to the school.
13. The researchers will start to conduct the short quiz or the survey and they will be
the one who will facilitate the class.
14. After the survey, the researchers will collect the answer sheets from the
respondents.
15. The researchers will check the answer sheets.
16. After that, the researchers will tally the result of the quiz.
17. The researchers proceed to the statistician to consult about the results of the data.
18. The statistician will ask about the statement of the problem and he will give his
insights about the data and will provide the formula and strategies to be used on
the data.
19. The statistician will approve the data and he will tell the researchers to proceed in
developing the chapters 4 and 5.
Statistical Treatment
The following statistical tools would be utilized to answer the following problem
specified in this study.
Frequency-percentage formula:
P= (f/n)
This would be used to determine the demographic profile of the respondents in frequency
and percentage in terms of sex and age
Where: P= Percentage, f = Frequency, and n = Total number of respondent.
Paired T-test formula:
This would be used to determine the significant differences of the impacts of code
switching between with the use of it and without the use of it.
t= ΣD
nΣD2 – (ΣD)2
n-1
Where: x̅1 is the mean of the control group and x̅2 is the mean of experimental group; S12
and S12 are the standard deviation of the two data; and n1 and n2 are the sample size
population.
Level of Sigma: 0.05

Where: The level of sigma will identify the level of difference between the control and
experimental group.
Mean:
x̅ = Σx
n
Where: Σx is the sum of the individual value and n is the total of the respondents.
Degree of Freedom:
Df = n - 1
After finding out the the T-stat through the use of T-test formula, the researchers will
either reject of accept the null hypothesis.
Mean Percentage Score:
Mps= mean×100
Total No. of items
This formula would be used to determine the average score of the respondents.
Pie Chart formula:
Angle of sector = frequency of data x 100

Total of frequency
This would be used to visualize the degree of difference of the two variables.
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presented the data gathered in tabular presentation, analysis and
interpretation of findings based on the results of the statistical treatment applied. The data
were organized in sequential order based on the statement of the problem.
Data Presentation and Analysis
Con sex Exp sex

M F M F
27 23 26 24
Table 1. Sex
Con age Exp age

12 13 14 12 13 14
25 22 3 33 15 2
50 50
Table 1.1. Age
Table 1 carried the demographic profile of the respondents in terms of their sex
and Table 1.1 carried the demographic profile of the respondents in terms of their age. The
researchers selected two (2) average sections with 50 students each.
Number of Students
Score
Controlled Experimental
4 1 0
5 6 0
6 5 3
7 3 4
8 7 10
9 14 26
10 14 7
Table 2
Table 2 shows the result of the test completed by the respondents, with and without
the use of code-switching.
The control group did not use the code-switching. On the other hand, experimental
group received the code-switching. As you can see on the part of the control group, one of
the respondents failed to pass the average score. The total score of the quiz is ten (10)
points and the average score or passing score should be five (5) points. However, on the
part of the experimental group, you could visualize that none of the respondents failed the
quiz.
1 2 3 4 5 6 7 8 9 10
Control 1 6 5 3 7 14 14
Experimental 3 4 10 26 7
Table 2.1
5 (10-9) 4 (8-7) 3 (6-5) 2(4-3) 1(2-0)

C E C E C E
C E C E
No. of
respondents 28 33 10 14 11 3 1 0 0 0
Percentage 56% 66% 20% 28% 22% 6% 2% 0 0 0

Difference 10% 8% 16%
Table 2.2
Table 2.1 and 2.2 demonstrate the mean percentage score of the two groups. The
MPS provides the data to show the differences of the two groups.
In this table, you could see the difference between the control and experimental
group. Experimental group is 34% higher than the control which means that using code-
code-switch could affect the general comprehension of the students and not doing so could
decrease the general comprehension of the students in a minimal manner. If you could still
remember in table 2, there is one (1) respondent who did not able to meet the average or
passing score.
Research Question 2. What is the impact of code-switching in the general comprehension

in English of the Grade 7 students:
A. With code-switching; and

B. Without code-switching?
In the result stated above, class discussion without the utilization of code-
switching had a minimal negative effect because out of fifty (50) respondents, one got a
failing remark. If you could convert it into percentage, it will become 2%. It may be small
but it was still pertinent and actions were needed to be taken as well.
It concluded that without code-switching there were chances that someone in the
class would be left behind or worst, failed. On the other hand, there was a positive effect
on the experimental group because all of the respondents got a passing score.
According to the result at table 2, there were 26 students who got 9 points out of
10. If you converted it into percentage, 52% of the class got the passing score. It simply
meant that with code-switching they could easily understand the lesson.
They could comprehend well in the class discussion and if ever they would be
given a quiz or an exam, they could answer it well.
Research Question 3. Is there any significant difference regarding the use of code-
switching in the general comprehension of the Grade 7 students in Cabuyao Integrated
National High School?
Number of Students
Score
Controlled Total (x-x̅)2 Experimental Total (y-y̅)2
4 1 17.14 0 0
5 6 59.16 0 0
6 5 22.9 3 20.28
7 3 3.9 4 10.24
8 7 0.14 10 3.6
9 14 10.36 26 4.16
10 14 48.44 7 13.72
Total: Σ = 162.04 Σ = 52
Table 3
Table 3 illustrated the score of the respondents in the controlled and experimental
group. The researchers provided a formula for controlled group where x̅ is the mean, x is
the individual value, 2 is the variant, and Σ is the sum total of all the variants. The formula
is (x-x̅)2. While in experimental group, the researchers provided a formula where y̅ is the
mean, y is the individual value, 2 is the variant, and Σ is the sum total of all the variants.
Control (x) Experimental (y)
n 50 50
Mean 81.4 86
Table 4
Table 4 represent that after the calculation of the means and the variants, the
researchers started calculating the variance and Fstat formula to confirm if the data are
equal in variance. The researchers calculated the variance of the data.
After some calculation, the researchers were now focusing on the calculation of the
unpaired equal variance t-test formula.
1 2
49% 51% E.G. = 51%
C.G. = 49%
Figure 2. It showed the difference of the control and experimental group.

The difference of the two groups was ranging on 2 %. It specifically manifested
the 2% on the table 3 wherein you could find out that there is one (1) respondent who
failed the quiz. It also manifested on the Tstat wherein the difference is also 2. It is 2.3
to be exact.
WITHOUT CODE- WITH CODE-

SWITCHING SWITCHING
RATING SCALE
.00 - 1.00 Even if there is no code- Code-switching extremely
switching, it does not affect affects the general
the general comprehension of comprehension of a
a student. It is either the student. The students can
teacher used code-switching easily understand the

or not. The teacher can speak lesson. The students are
straight English in the class able to cope up with the
and as well as the students. discussion undertaken.
1.01 - 2.01 Without the utilization of The presence of code-
code-switching has a switching really affects
minimal effect on the general the general
comprehension of a student. comprehension of a
Without it, the student student. It will help the
probably has a hard time students to understand the
understanding the lesson. lesson. A teacher should
Code-switching can be used use code-switching from
if only necessary. The time to time so that the
teacher is the only person students can cope up with
who is allowed to speak in the lesson. Every time a
the mother tongue and still teacher tells something
insist that the students must about the lesson, give at
speak in English. least a brief explanation
using the mother tongue.
2.01 - 3.00 Without the use of code- The use of code-switching

switching has a little effect has a little effect on the
on the general general comprehension of
comprehension of a student. a student. The student can
The student can fail and it understand the lesson.
can lead to poor Teacher can use code-
comprehension. Teacher can switching for some times
use code-switching for some but not all the time.
times but not all the time. Switching code can

Switching code can happen if happen if there is a student
there is a student who cannot who cannot understand a
understand a word, phrase, or word, phrase, or
statement. statement.
3.01 - 4.00 Without the use of code- The presence of cod-
switching really affects the switching somehow affect
general comprehension of a the general
student. The student will fail comprehension of a
and the student will not student. It has a minimal
understand the lesson. A effect on the
teacher should use code- comprehension of a
switching from time to time students. The student
so that the students can cope probably understands the
up with the lesson. Every lesson. Code-switching
time a teacher tells can be used if only
something about the lesson, needed. The teacher is the
give at least a brief only person who can use
explanation using the mother code-switching and let the
tongue. students still speak in
English.
4.01 - 5.00 Without the use of code- Even if there is the
switching, the students failed presence of code-
to understand the lesson. The switching, the student still
teacher must switch the code failed to comprehend the
therefore the lesson will be lesson. It is better if the
very easy for the students to teacher should use
comprehend. The teacher strategies for the students
should always read the lesson to learn or cope up from

in English and then translate the lesson.
it in the mother tonngue
ahead of time.
Table 5
Table 5 demonstrated the rubrics. It would be used by the researchers to interpret

the data gathered after calculating the T-test formula.
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter offered the summary of findings, the conclusion, and
recommendations in accordance with the findings.
Summary of Findings:
The data gathered were tallied, tabulated, analyzed, and interpreted by using
frequency, percentage, average, and unpaired equal variance t-test for compared groups as
statistical tools. The analysis of data revealed the following results:
1. What is the demographic profile of the respondents in terms of:
a. Sex; and
b. Age?
The sex and age of the respondents either control or experimental group had
nothing to do on the study. It did not give any impact on their general comprehension in
English.
2. What are the impacts of Code-switching in General comprehension of Grade 7
students:
a. With code-switching; and

It showed that the use of code-switching has a little effect on the general
comprehension of a student. The student could understand the lesson. Teacher could use
code-switching for some times but not all the time. Switching code could happen if there
was a student who could not understand a word, phrase, or statement. It showed that code-
switching was a useful assisting strategy in teaching as it stated by Moghadam et. al.
(2013). It also showed that it was considered as valuable educational resource to facilitate
the development of literacy of a learner therefore, code-switching could help the learners
to develop their comprehension (Avendaño & Belanio, 2016) and making knowledge
more comprehensible to the students (Abd, 2016).
b. Without code-switching?
Without the use of code-switching had a little effect on the general comprehension
of a student. The student could fail and it could lead to poor comprehension. Teacher
could use code-switching for some times but not all the time. Switching code could
happen if there was a student who could not understand a word, phrase, or statement.
Despite of the positive effect of the code-switching there would always be a contrary side.
The student would not pay much attention to the English (Yletyine, 2004). Even if without
the use of code-switching had a little effect on the general comprehension of the student
and it could lead to poor comprehension, it did not necessarily mean that the students did
not really understand the lesson. They might probably had a hard time digesting the lesson
nonetheless, it did not indicate that they would never learn.
3. Is there any significant difference regarding the code-switching in the general
comprehension in English of the Grade 7 students in Cabuyao Integrated
National High School?
Yes, there is a significant difference regarding the code-switching in the general
comprehension in English of the Grade 7 students in Cabuyao Integrated National High
School. The result demonstrated that the use of code-switching in the experimental group
was more effective than the control group who did not use code-switching. The difference
of the two groups is ranging to 2%. It could be seen from the table 3, Pie chart, and the
result from the t-test formula in Chapter 4.
Conclusion
Based on the data analyzed and findings of the study, the researchers inferred that
most of the students in the experimental group understood the lesson well wherein in 86%
of the total population passed the quiz undertaken. In addition, not all of the respondents
in the controlled group comprehend with the lesson. 2% of the total population failed the
quiz undertaken. The researchers also deduced that the variance of the controlled group
was higher than the experimental group. It has 3.31. The higher the variance the more it
was far from the mean which means it was spread out. The higher the variance, the higher
the risk. If the variance was large, it would cause unexpected changes. The variance of the
experimental group was lower than the control group. It has only 1. And finally, there was
a significant difference regarding code-switching in the general comprehension of the
students.
Recommendation
Based on the findings and conclusion, the researchers hereby present the following
recommendations:
1. EAP – English for Academic Progress
It is a policy that the researchers can propose in the institution wherein teachers
and students are not encouraged to speak or use code-switching. The teachers and
students are motivated to use the target language in English subject as much as
possible. It is to familiarize the students in English language and also it is to
provide them more exposure in the language in order for them to enhance their
comprehension.
2. For the future researchers who would like to continue this study, the researchers
would like to suggest to focus more on the speaking skills: monitor the span of
time using the second language (L2) and also observe the effects of the first
language influence of a learner. This might help you to have a stronger stand
regarding this study. Remember that in order for us to learn a language, we must
speak the language.
Bibliography
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College Faculty Research Journal Vol. 25, pp. 36-52
Abad, L. (2016). Code-switching: An Alternative Resource in Teaching Science and Math
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South China Morning Post
DIOVIL M. AGBAY
Brgy. Bigaa, City of Cabuyao, Laguna
Contact no.: +639772546225
Email Address:diovilagbay@gmail.com
PERSONAL DATA
Nickname: Bhelle
Age: 24
Birth date: September 2, 1995
Birthplace: Valenzuela City
Height: 5’2
Weight: 110 lbs
Sex: Female
Civil Status: Single
Father: Dioso M. Agbay Sr.
Mother: Virginia G. Mayormita
Nationality: Filipino
Religion: Christian
Language: English, Filipino
EDUCATIONAL BACKGROUND:
Tertiary: Pamantasan ng Cabuyao
Cabuyao, Laguna
Bachelor of Secondary Education Major in English
Continuing
Secondary: Southville IV High School
Caingin Laguna
2013-2014
Primary: Silvestre Lazaro Elementary School
Ugong Valenzuela City
2008-2009
I hereby certify that the above information is true and correct to the best of my
knowledge and belief.
_______________________
DIOVIL M. AGBAY
MARIEL D. BANDEJAS
Blk 10 Lot 7 Katapatan Subd.
Banay-banay, City of Cabuyao, Laguna
Contact no.: +639171380678
Email Address: mariel.dagohoy28@gmail.com
PERSONAL DATA
Nickname: Mhai-Mhai
Age: 21
Birth date: September 12,1998
Birthplace: Sitio Taguisan Antipolo City
Height: 5’1
Weight: 47kg
Sex: Female
Father: Nonelon I. Bandejas Jr.
Mother: Merlinda D. Bandejas
Religion: Roman Catholic
Cabuyao, Laguna
Continuing
Secondary: Melchor B. Burlaos Memorial High School
Bara, Milagros, Masbate
2013-2014
Elementary: Bara,Elementary, School
Bara, Milagros, Masbate
2009-2010
MARIEL D. BANDEJAS
LOURDES A. CUSI
Brgy. Bigaa, City of Cabuyao, Laguna
Contact no.: +639978961667
Email Address: marydhezcusi.08@gmail.com
PERSONAL DATA
Nickname: Des
Age: 27
Birth date: December 8, 1992
Birthplace: San Pascual, Batangas
Height: 5’2
Weight: 110 lbs
Sex: Female
Father: Eduardo A. Cusi
Mother: Marilou A. Cusi
Cabuyao, Laguna
Continuing
Secondary: Alitagtag College High School
Department Pinagkrusan Branch
Alitagtag Batangas
2010
Elementary: Munlawin Elementary School
Alitagtag Batangas
2005
LOURDES A. CUSI
BHEA U. LAYNESA
141 Nieves Basaca St. Brgy. Bigaa,Cabuyao,Laguna
Contact no. +69350660901
Email Address: bhealaynesa5@gmail.com
PERSONAL INFORMATION:
Nickname: Eah
Gender: Female
Age: 22
Date of Birth: June 20, 1997
Place of Birth: Cabuyao Laguna
Civil Status: Married
Citizenship: Filipino
Height: 5”2
Weight:120 lbs.
Dialects: Filipino & English
Mother’s Name: Conchita U. Laynesa

Father’s Name: Basilio B. Laynesa Jr.
EDUCATIONAL BACKGROUND
Tertiary Education: Pamantasan ng Cabuyao
Cabuyao, Laguna
Bachelor of Secondary Education Major in
English
2017-up to date
Secondary Education: Cabuyao National High School
Cabuyao, Laguna
2013
Primary Education: Bigaa Elementary School
Cabuyao, Laguna
2009
BHEA U. LAYNESA
RAIN R. YAP
Grand Acasia Banay-banay, City of Cabuyao, Laguna
Contact no.: +639978330314
Email Address:rainy81419@gmail.com
PERSONAL DATA
Nickname: Hope
Age: 20
Birth date: June 06, 1999
Birthplace: Sitio Balimbing Tanay, Rizal
Height: 5’4
Weight: 42 kgs
Sex: Female
Mother: Fely Gene R. Yap
Cabuyao, Laguna
Continuing
Secondary: Pulo National High School

Pulo Cabuyao, Laguna
2014-2015
Primary: Balimbing Elementary School

Sitio Balimbing Tanay, Rizal
2010-2011
RAIN R. YAP

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Pamantasan ng Cabuyao

Katapatan Homes, Brgy. Banay-banay, City of Cabuyao, Laguna

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 1

THE PROBLEM AND ITS BACKGROUND

Code-switching was first acknowledged in 1977 by Carol Myers-Scotton and

Why do we use code-switching?

Code-switching is very useful in nowadays scenario in education wherein in order

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 2

in order to overcome linguistic shortcomings. It is used to transmit knowledge to the

In EF EPI or Education First English Proficiency Index of 2019, European

However, the comprehension skills of Filipinos remained alarmingly low.

In this study, the researchers aimed to determine the effects of code-switching in

Background of the Study

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 3

Another, Mrs. Pingad said. “usual problems that I encounter in teaching is

Moreover, the researchers aimed to conduct a research in accordance to the

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 4

Statement of the Problem

This study aimed to determine the effects of reducing code-switching in English

Precisely, it looked for answers to the following questions:

1. What is the demographic profile of the respondents in terms of:

Objectives of the Study

1. To determine the effects of code-switching in general English comprehension of

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 5

4. To recommend to the institution the effects in using code-switching to help the

H0: There is no significant difference between code-switching in the general

H1: There is a significant difference between code-switching in the general

Significance of the Study

Benefitting the study are the various sectors as follows:

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 6

Scope and Limitations

This study focused on The Effects of Code-switching in general English

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 7

This study is interlinked with the Theories of Learning by Edward Thorndike

The Law of Readiness

When a learner is being motivated to speak English language, it will be expected

In addition, it is important to know the readiness and preparedness of the students

The Law of Effect

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 8

The Law of Exercise

When a learner always used English language in speaking, he will be familiarized

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 9

INPUT PROCESS OUTPUT

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 10

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 11

English. Refers to the “world’s language” or “global lingua franca”.

Vernacular. Refers to the native language or specific language of a specific place.

REVIEW OF RELATED LITERATURE

Code-switching was useful in assisting teaching and learning process in English.

According to Breitborde (2016), “The use of their linguistic repertoire by bilingual

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 12

Fishman (2017) designates as a “multimodal nation” which is suitable for a study

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 13

Code switching was noted as a valuable educational resource to facilitate the

Several circumstances, code-switching linked the lapses in students’ linguistic

Penelope Gardner-Chloros et.al, (2015) stated that code-switching in spoken

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 14

We show that the theoretical construct “phase” underlies a number of restrictions

Code-switching leads to phonological convergence by examining voice onset time

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 15

In a journal written by Nelly Martin-Anatias (2020), an article offers insights on

Anatoliy V Kharkhurin (2015) stated that code-switching practice has an impact on

COLLEGE OF EDUCATION, ARTS, AND SCIENCES 16