PEDAGOGIC CODE-SWITCHING: FUNCTIONS OF THE LANGUAGE

PRACTICES OF TEACHERS IN A LOWER - SECONDARY ENGLISH AS A

SECOND LANGUAGE (ESL) CLASS

Group 1 – STEM12A

Leader: David, Klyde Michael R.

Members:
David, Klyde Michael R. David, Klyde Michael R.
David, Klyde Michael R. David, Klyde Michael R.
David, Klyde Michael R. David, Klyde Michael R.
David, Klyde Michael R. David, Klyde Michael R.

Topic: Pedagogic Code-Switching

General Problem: What are the types of code-switching utilized by teachers in a lower-

secondary ESL classroom that affect the students’ second language learning?

Objective of the study: This study is designed to determine the types of Code -

Switching utilized by teachers in an English as a Second Language (ESL) Classroom and

the pedagogical functions they perform that affect the students' development in learning

the second language.

According to Mangila, who also studied pedagogic code-switching in 2018, similar

research must be conducted to collect sufficient data on class interactions by using

intensive classroom observations to dig further into teachers' language practices. It was

also suggested that other methods, such as interviews, be used to gather teachers'

viewpoints on when and why they code-switch, as well as their attitudes regarding code-

switching in second language classrooms

Statement of the Problem:

This research has a chief concern regarding the influence of the types of code-switching

by teachers in an English Language Classroom on the development of students’ second

language learning. To obtain all the essential knowledge, data, and information, the

researchers sought to answer the critical questions as follow:

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

A. Age

B. Sex

C. Years in the field of Language Teaching

D. Grade Level Assigned

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

classroom setting?

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

commonly utilized by teachers in a lower - secondary level?

4. What are the teachers' feedback and attitude towards the use of code-switching in

class?

5. What is the significance of teachers' use of code-switching as a pedagogical tool on the

development of students' target language?

FORMAT:

Font Style: Times New Roman 12”

Spacing: Double-spaced (Except for the names of the members)

Margin: L:1.5; T, B, R: 1