Implication of Code-Switching in English Language Classroom

Abstract

Code-switching has become pronounced in a learning environment where students are encouraged to use different languages in various classroom activities. To understand this, the study investigated the implications of code-switching, specifically in English language classrooms. A descriptive, causal-comparative design was employed through a stratified random sampling procedure, involving sixty (60) respondents from English language classrooms. Descriptive and inferential statistics were employed to analyze the collected data. Results revealed that the respondents had demonstrated a moderate increase in overall attitudes towards code-switching, indicating a high level of implication. No significant differences were found in the perceived functions of code-switching among students when data were grouped by gender, age, and year level. However, a significant difference was identified when the data were grouped by course. This aligns with Myers-Scotton’s Language Contact theory, which elucidates the structural patterns and systematic grammatical relationships associated with code-switching in a learning environment. Hence, this study highlights the demand for code-switching as a learning strategy that influences the teaching and learning process.