UNVEILING THE LINGUISTIC TAPESTRY: EXPLORING

CODE-SWITCHING PATTERNS OF BSED ENGLISH

STUDENTS IN CLASSROOM ORAL ACTIVITIES THROUGH
QUALITATIVE OBSERVATION

CONCEPT PAPER

Submitted in partial fulfillment of the requirements

In Language Education Research 1

By:

Joeriel Agtas
Christine Ann P. Cajurao
Prince Charles Joseph D. Portura
Jermaine Denise M. Sedurante
Daniel E. Tomnob
Diana Rose Villamor

Bachelor of Secondary Education – Major in English

2023
 I. RATIONALE

Language is a powerful tool for communication and expression, and it plays a vital role in

our everyday lives. In a multicultural and diverse society like the Philippines, where multiple

languages are spoken, code-switching has become a common linguistic phenomenon. Code-

switching refers to the act of alternating between two or more languages or varieties within a

conversation. It is a complex linguistic behavior that reflects the dynamic nature of language use.

As future educators, it is crucial for BSEd English students to understand code-switching

patterns and its implications in educational settings. Understanding code-switching patterns is

crucial for several reasons. Firstly, it allows us to explore the linguistic competence and proficiency

of BSEd English students. By analyzing the instances of code-switching in their oral activities, we

can gain insights into their language abilities, such as their command of English and their

familiarity with other languages. This information is valuable for language educators in assessing

students’ language development and designing targeted instruction.

Secondly, the research seeks to identify the factors influencing code-switching among BSEd

English students. Code-switching can occur due to various reasons, including social, cultural, and

educational contexts. By investigating the triggers and motivations behind code-switching, we can

better understand the sociolinguistic dynamics within the classroom and the broader community.

This knowledge will aid educators in creating inclusive and culturally responsive teaching

environments that acknowledge and value students’ linguistic diversity.

 Moreover, the study aims to examine the impact of code-switching on the English-speaking

proficiency of BSEd English students. Code-switching can have both positive and negative effects

on language development. While it may enhance communication and facilitate meaning-making,

excessive code-switching can hinder the development of language fluency and accuracy. By

analyzing the relationship between code-switching and English-speaking proficiency, the research

can provide valuable insights into the effective use of code-switching as a pedagogical tool or as

an obstacle to language acquisition.

Lastly, the findings of this research will contribute to the development of effective language

teaching strategies. By understanding the code-switching patterns of BSEd English students,

educators can tailor their instructional approaches to address the specific needs and challenges

posed by code-switching. This research can inform the design and implementation of language

programs that are responsive to the linguistic diversity of multilingual and multicultural

classrooms.

By exploring code-switching patterns in classroom oral activities, we can gain insights into

how these students navigate between languages and the factors that influence their language

choice. Ultimately, this research will be beneficial as it can contribute to the existing body of

knowledge on code-switching and provide valuable insights for language teaching and curriculum

development in Northwest Samar State University.

II. RESEARCH QUESTIONS

The purpose of this research is to unveil the code-switching patterns of BSEd English

students in classroom oral activities in Northwest Samar State University.

Specifically, this study aims to answer the following research questions:

1. What are the prevalent code-switching patterns exhibited by BSEd English students during

classroom oral activities?

2. What are the linguistic features that influence code-switching among BSEd English

students?

3. What are the reasons behind the choice of code-switching in classroom oral activities?

4. How does code-switching impact the communication and language learning processes in

the classroom?

By addressing these research questions, we can gain a deeper understanding of the code-

switching behaviors of BSEd English students in NwSSU and shed light on the linguistic tapestry

that exists within the classroom. The findings of this research will provide valuable insights for

language educators, curriculum designers, and policymakers in developing effective language

teaching strategies and promoting multilingualism in educational settings.

III. LITERATURE REVIEW

A. Related Literature and Studies

Public Speaking in English has become a highly valued and helpful skill for many individuals

in many spheres of life, particularly in the success of their academic studies. (Mouchemouche

and Fantazi, 2023).

Individuals who have acquired two languages reveal an attention-grabbing phenomenon

acknowledged as “code switching”. Code switching is described as the combining terms or

phrases from two languages together through the duration of speaking or writing (Al-Qaysi,

2019). In this regard, a language or a dialect is considered a “code”. Code switching (CS) is the

change of terms and expressions between two languages. This frequently happens between

individuals who share those specific codes (Basabrin, 2019). The role of code-switching has

always been discussed in the field of second and foreign language acquisition, as it is considered

as an important pedagogical tool in enhancing learners’ performance.

In a study conducted by Besma, Gharboudje, Abdelmoula, and Chaima (2023), they attempted

to examine the effective application of code-switching in enhancing fourth year middle school

learners’ vocabulary specifically, as it was not the highlight of most of the previous researches.

Their findings concluded that code-switching is indeed an important pedagogical tool that

teachers use to improve their learners’ performance inside the classroom. Additionally, the

findings also highlight the effectiveness of using code-switching in enriching learners’

vocabulary.
Meanwhile, in a similar study conducted by Castillejo, Calizo, and Maguddayao (2018), a total

of 40 incoming Grade 10 students participated to determine the influence of code switching to

the academic performance of students in English. The results showed that the students’ attitudes

towards code switching and the English language are agreeable. The study also found out that

the respondents use code switching frequently during an English class. It also showed that there

is a significant relationship between the respondents’ frequency on the use of code switching

and their English achievement.

Moreover, a study conducted by Yana and Nugraha (2019) aimed to investigate students’

perception on the use of code-switching in an English classroom and to figure out its advantages

for them in learning English. The result showed that students showed their positive perceptions

on the use of code-switching in English classroom being proven by 75% - 95% of the entire

students and students got several advantages from the use of code-switching in English

classroom; enabling them to understand the material easily, helping them increase new

vocabularies, helping them learn English faster, helping them understand every sentence in

English easily, helping them take the main point of the learning, helping them avoid confusion,

and making them comfort and confident in learning English.

Furthermore, another study that aimed to identify the factors that can potentially affect code

switching in a college classroom in Malaysia found out that the students’ lack of proficiency in

the second language was the main cause of code switching. Maintaining confidentiality,

speaking in one’s native tongue more naturally than in English, avoiding misunderstandings,

and not being familiar with English words that are similar to the native tongue are additional
 factors that could contribute to code switching. Code switching was therefore discovered to be

a useful technique used by the students to clarify their intended meaning and pass along some

knowledge to other students during classroom interactions. (Pamarasivam, et al., 2020).

In line with the statement above, (Nur & Fitriyani, 2015) made the suggestion that code-

switching is one way to make study language easier, so it will be beneficial for teachers to use

it when conveying information and communicating with their students as a drill of listening and

speaking for the students in the teaching-learning process. In order to help students learn

English effectively, code-switching is used (Fathimah, 2016).

In addition, bilingual speakers typically learn English and use it as their second language

(L2) while their first language (L1) is their mother tongue and is the dialect of the area in some

Asian countries, including China, India, Malaysia, and Pakistan. Since English and other

languages (codes) are frequently mixed together in these societies, code-switching is a common

communal process. The practice of changing codes is frequently observed in Malaysia. (Song,

2019).

B. Theoretical Framework

1. Sociolinguistic Theory by William Labov, Dell Hymes, and John Gumperz.

This theory explores the relationship between language and society, focusing on how

language varies and changes in different social contexts. It provides a foundation for

understanding code-switching as a sociolinguistic phenomenon influenced by social,

cultural, and contextual factors.

2. Communication Accommodation Theory by Howard Giles and Peter Burke.

This theory emphasizes the role of communication in establishing and maintaining social

identity. It suggests that individuals adjust their language use to converge or diverge with

others based on social norms, power dynamics, and intergroup attitudes. It helps explain why

BSEd English students engage in code-switching during classroom oral activities.

3. Language Attitudes and Identity by Joshua fishman, Penelope Eckert, and Bonnie Urciuoli.

This framework examines the influence of language attitudes and identity on code-switching

behavior. It considers how students’ perceptions of their own language abilities, their

attitudes towards English and their native language, and their desire to express their cultural

identity may impact their code-switching patterns.

4. Linguistic Interference Theory by Uriel Weinreich

This theory explores the influence of one language on another when bilingual individuals

switch between languages. It helps understand how the grammatical, phonological, and

lexical features of one language may intrude upon the other language during code-switching.

5. Classroom Dynamics and Power Relations by Erving Goffman, Pierre Bourdieu, And Paulo

Freire.

This framework investigates the role of classroom dynamics and power relations in shaping

code-switching patterns. It considers the influence of the teacher’s language use, classroom

norms, and the distribution of power on students’ code-switching behavior.

6. Digital Literacy and Language Use by Henry Jenkins

 This theoretical perspective explores the impact of digital technology and social media on

language use. It investigates how online communication practices, such as texting, social

media interactions, and exposure to diverse language varieties, may influence students’ code-

switching behavior in the classroom.

By integrating these theories, the study aims to gain a comprehensive understanding of the

code-switching patterns exhibited by BSEd English students during classroom oral activities. The

theoretical framework provides a lens through which the research questions can be explored,

contributing to the existing body of knowledge on language use and sociolinguistic phenomena in

educational settings.
IV. METHODOLOGY

A. Research Design

The research will use an observational design to gather data on code-switching patterns. This

design allows for the systematic observation and analysis of participants’ language use in real-

time classroom interactions. The researcher will observe and record instances of code-

switching during oral activities and analyze the data for patterns and trends.

B. Participants

The participants of the study will be BSEd English students at Northwest Samar State

University. A convenient sample of approximately 30 students will be selected based on their

availability and willingness to participate in the study. The participants will be informed about

the purpose and nature of the research and will provide informed consent before their inclusion

in the study.

C. Sampling Method

Convenience sampling will be used to select participants for this study. This method involves

selecting participants who are readily available and accessible to the researcher. The

researcher will approach BSEd English students in the university and invite them to participate

in the study. The sample size will be determined based on practical considerations and the

research objectives.
D. Research Instrument

The research instrument for this study will be an observation checklist. The checklist will

include specific linguistic features and code-switching patterns that the researcher will look

out for during the classroom oral activities. The checklist will be designed based on a review

of relevant literature and expert opinions. It will also include an open-ended section for

additional notes and observations.

E. Research Locale

The research will be conducted in the classrooms of College of Education in Northwest Samar

State University where BSEd English students engage in oral activities. The university will

provide the necessary permissions and access to classrooms for data collection. The specific

classrooms and time slots for observation will be determined in consultation with the

university authorities and the participating students.

F. Data Collection Procedure:

The data collection procedure will involve the researcher attending classroom sessions and

observing the oral activities conducted by the BSEd English students. The researcher will use

the observation checklist to systematically record instances of code-switching and relevant

linguistic features. The researcher will also take notes on any additional observations or

patterns that emerge during the observation. The data collection process will be carried out

over a specific period, ensuring an adequate representation of classroom interactions.

G. Treatment of the Data:

The collected data will be transcribed and organized for analysis. The recorded instances of

code-switching and relevant linguistic features will be coded and categorized for further

analysis. The data will be analyzed using qualitative research methods, such as thematic

analysis or content analysis, to identify prevalent code-switching patterns and linguistic

features influencing code-switching. The analysis will also involve identifying reasons behind

code-switching choices and exploring the impact of code-switching on communication and

language learning processes. The findings will be presented in a clear and organized manner,

supported by relevant examples from the data.

V. TIMELINE

Month 1 (September 2023): Preparation and Research Title Proposal

• Week 1: Develop research titles

• Week 2-3: Develop research proposal and concept paper

• Week 4: Research Title Defense to obtain necessary approvals

Month 2 (October 2023): Designing Research Instrument

• Week 1: Conduct a thorough literature review on code-switching patterns and its

impact on language learning.

• Week 2: Design the observation checklist to record instances of code-switching and

linguistic features.

• Week 3: Pilot test the checklist and make necessary revisions.

• Week 4: Finalize observation checklist.

Month 3: (November 2023): Recruitment of Participants

• Week 2: Develop letter of consent and consent forms

• Week 3: Recruit participants (BSEd English students) and inform them about the

research.

• Week 4: Schedule observation sessions in the classroom.

Month 4: (December 2023): Data Collection

• Week 1-3: Begin data collection by observing oral activities in the classroom. Use

the observation checklist to record instances of code-switching and relevant

linguistic features.

Month 5: (January 2024): Treatment of Data

• Week 2-3: Continue data collection and ensure the reliability and accuracy of

observations.

• Week 4: Transcribe the recorded data from the observation sessions.

Month 6: (February 2024): Analysis of Data

• Week 1-2: Code and categorize the transcribed data based on different code-

switching patterns and linguistic features.

• Week 3-4: Analyze the data using qualitative research methods.

Month 7: (March 2024): Summary and Interpretation of Findings

• Week 1: Identify prevalent code-switching patterns and linguistic features

influencing code-switching.

• Week 2: Analyze the reasons behind code-switching choices by BSEd English

students.

• Week 3: Examine the impact of code-switching on communication and language

learning processes.

• Week 4: Summarize and interpret the findings.

Month 8: (April 2024): Drafting of Research Report

• Week 1-3: Write a comprehensive research report including an introduction,

methodology, findings, conclusions, and recommendations.

• Week 4: Revise and edit the research report for clarity and coherence.

Month 9: (May 2024): Finalization

• Week 1: Finalize the research report.

• Week 2: Prepare a presentation of the research paper and present the research

findings to relevant stakeholders/language educators/panelists (Final Defense)

• Week 3: Submit the hardbound research paper.

VI. REFERENCES

Al-Qaysi, N. (2019). Students and educators‟ attitudes towards code-switching: A

longitudinal study. International Journal of Information Technology and Language

Studies, 3(2), 61-72.

Basabrin, A. (2019). Code-switched greeting by bilingual Saudi-American subject: A case

study. Arab World English Journal, 10(1), 335-346. Retrieved from:

https://doi.org/10.24093/awej/vol10no1.28 on September 24, 2023.

Besma, Gharboudje, Abdelmoula, and Chaima. (2023). Investigating The Outcomes of

Code switching on Learners’ Vocabulary Enrichment. Retrieved from:

http://dspace.centre-univ-mila.dz/jspui/handle/123456789/2506 on September 24,

2023.

Castillejo, F., Calizo, M., & Maguddayao, R. (2018). Code switching and students’

performance in English. ResearchGate. Retrieved from:

https://www.researchgate.net/publication/331543329_Code_Switching_and_Stud

ents’_Performance_in_English on September 24, 2023.

Mouchemouce, S. and Fantazi, R. (2023). Investigating the Teachers’ and Students’

Attitudes Toward the Use of Technology, Entertainment, and Design (TED) Talks

Videos in Improving Foreign Language Learners’ Public Speaking Skill.

AbdElhafid Boussouf University – Mila. Retrieved from: http://dspace.centre-

univ-mila.dz/jspui/bitstream/123456789/2506/1/INA844~1.PDF on September

24, 2023.

Nur, N. A., & Fitriyani. (2015). A Descriptive Analysis of English Indonesian Code

Switching Spoken by the Teacher in the First Grade of MTsN MODEL

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Fathimah, D. N. (2016). Why is there Code Switching in EFL Classroom?: A Case Study

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16(1), 70–77. Retrieved from: https://doi.org/10.17509/bs_jpbsp.v16i1.3063 on

September 24, 2023.

Paramasivam, M., Muniandy, R., Kandasamy, S. S., Subramaniam, M., & Farashaiyan, A.

(2020). Factors of Code-Switching among Bilingual International Students in

Malaysia. International Journal of Higher Education, 9(4), 332. Retrieved from:

https://doi.org/10.5430/ijhe.v9n4p332 on September 24, 2023.

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