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Investigating teachers on how they use code switching when teaching students.

Earl Jan B. Lim

FEU Roosevelt

SEE2102: Technical Writing

Ms. Joventina Madriaga

Professor

May 24, 2023

Introduction

The technique of code switching, which includes switching between different languages or
dialects during a conversation or discourse, is receiving increased attention in the study of
languages. The purpose of this study is to fill a gap in the literature by looking at the pedagogical
method of code switching used by teachers while instructing pupils. This study looks to close
knowledge gaps and offer insightful information on the intricate dynamics of language usage in
educational settings by investigating the reasons for, patterns associated with, and effects of code
flipping in the classroom.

The need for effective teaching strategies that address the requirements of multilingual students
is driven by the increasing language variety in classrooms, which is the justification for doing
this study. Learning about code flipping techniques can make language training more inclusive
and efficient. Code switching is becoming more popular, but there are still some significant
research gaps that need to be filled.

One area of study needs is the thorough examination of code-switching procedures in diverse
educational contexts and languages. Although some research has concentrated on circumstances
or language pairings, a more thorough investigation of instructors' motivations and patterns of
code flipping is necessary. Additionally, there hasn't been much study on how code-switching
affects students' learning results, particularly in terms of academic success and language
development. Understanding code switching's possible advantages and disadvantages is crucial
for properly guiding instructional tactics. The following research issues are being investigated in
this project to close these gaps: (1) Can code switching make instruction simpler for students to
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understand? (2) How often does code switching happen in lectures? (3) Are future professors
who switch codes allowed to do so? The study looks to shed light on the educational
consequences of code flipping and its possible use for both present and future educators by
responding to these issues.

This study is significant because it has the potential to improve teacher training programs and
language education. Educators, researchers, and policymakers may learn a lot about how to
improve instructional strategies for multilingual students by looking at the causes, patterns, and
effects of code switching. This study also lays the groundwork for future investigation and the
creation of thorough recommendations for the use of code switching as a teaching aid.

This study will undertake a thorough evaluation of the existing literature and use pertinent
published journals as supplementary sources to ensure an in-depth analysis. This study looks to
offer a thorough knowledge of the complexity surrounding instructors' use of code switching and
its consequences for language education by examining and synthesizing the data from many
studies.

Preliminary Literature Review

Code-switching, the act of moving back and forth between two or more languages during a

speech or conversation, has become popular as a teaching technique in educational contexts.

With an emphasis on studies carried out in the Philippines, this preliminary literature review

intends to study the body of knowledge on how teachers use code-switching when educating

pupils.

The usage of code-switching by English as a Second Language (ESL) instructors in the

Philippines was studied by Jacob (2018). The study looked at the causes, incidences, and

purposes of code-switching in the educational setting. The study illuminated the viewpoints and

methods of ESL instructors, offering perceptions on how code-switching is used as a pedagogical

technique in the Philippine setting.

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Deseo (2017) centered on Filipino instructors' usage of code-switching in English-language

classes. The study looked at the trends, causes, and purposes of code-switching between Filipino

and English. The study demonstrated the use of code-switching as a communication technique to

improve student comprehension, define ideas, and promote an inclusive learning environment. It

helped us grasp how language training in the Philippines uses code-switching.

How can code switching make teaching easier for students to understand?

Clarifying difficult concepts is one way that code swapping does this. According to Jacob (2018),

teaching complex concepts to pupils in their home tongue or another language with which they

are more familiar fosters comprehension and overcomes any potential language hurdles. By

using code-switching strategically, teachers can ensure that students fully grasp the subject

matter, leading to easier understanding. Additionally, code-switching encourages a diverse

learning environment. Incorporating students' first language or heritage language, in accordance

with Garca et al. (2017), recognizes their linguistic uniqueness and fosters an environment where

they feel valued and at ease expressing themselves. This openness encourages involvement and

engagement, which eventually improves the effectiveness of instruction. Additionally, code-

switching makes vocabulary expansion and language learning easier. According to Deseo (2017),

code-switching encourages pupils to develop links across languages, which improves their

linguistic awareness and bilingualism. Teachers may streamline the learning process and make it

simpler for pupils to understand new concepts by utilizing their language resources.

How to use code switching in the future if you are going to be an aspiring teacher

One way to employ code-switching is by clarifying complex concepts. By explaining

challenging ideas in students' native language or a language they are more proficient in, teachers
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can ensure comprehension and bridge potential language barriers (Jacob, 2018). This strategy

fosters student confidence and makes it easier for them to comprehend the material more

thoroughly. Code-switching also allows teachers to leverage students' linguistic diversity. By

incorporating students' first language or heritage language, teachers acknowledge and value their

language skills, promoting inclusivity and creating a space where students feel validated (García

et al., 2017). Increased involvement, engagement, and a feeling of belonging in the classroom

may result from this. Furthermore, code-switching helps students make connections between

languages, facilitating the transfer of knowledge and vocabulary across different linguistic

contexts (Deseo, 2017). Teachers can improve language awareness and bilingualism by stressing

the similarities and contrasts across languages.

Statement of the Problem

This study's major goal is to examine how teachers employ code-switching in the classroom and

how it affects students' comprehension. The study specifically seeks to answer the following

questions:

1. How does code-switching contribute to student comprehension and understanding of complex

concepts?

2. What are the common patterns and strategies employed by teachers when using code-

switching during instruction?

3. What are the perceived benefits and challenges associated with the use of code-switching in

the classroom, as reported by both teachers and students?

Methodology
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This study uses qualitative research methodology to explore Mrs. Veridiano’s usage of code-

switching as a teacher at FEU Roosevelt Cainta. Voice recordings and online class recordings are

the main data sources for analysis. The purpose of the study is to investigate instances of code-

switching during instruction and its effects. Mrs. Veridiano and a chosen selection of her pupils

will be the study's participants. Their participation in Mrs. Veridiano's lessons and willingness to

do so will serve as the selection criterion.

Voice recordings of code-switching that occur naturally in the course of regular class meetings

will be made. Additionally, code-switching during remote teaching sessions will be investigated

using online class recordings. These recordings will shed light on how flexible code-switching is

in the context of online instruction. The verbatim transcription of the gathered data will

concentrate on the occurrences of code-switching. To find patterns, themes, and tactics used by

Mrs. Veridiano, a thematic analysis technique will be used. To develop a thorough knowledge of

the usage of code-switching in Mrs. Veridiano’s classroom, the transcribed data will be

evaluated, interpreted, and triangulated with pertinent literature.

The study will always highlight ethical issues. Participants' informed consent will be obtained,

and their names will be kept private. Data anonymization will guarantee secrecy and privacy. It

is critical to recognize the limitations of this study. The results could only apply to Mrs.

Veridiano's classroom at FEU Roosevelt Cainta and not be transferable to other contexts. The

goal of the project is to further knowledge of code-switching habits and how they affect teaching

and learning.

Timeline
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The research project is anticipated to conclude within an 11-week timeframe, with a designated

allocation of time for each part of the study as delineated below:

Research section Duration

1. Title 5 days
2. Abstract 2 days
3. Introduction 5 days
4. Chapter 1: Introduction 2 days
5. Chapter 2: Review of Related 4 weeks
Literature
6. Chapter 3: Methodology 2 weeks
7. Chapter 4: Presentation and Analysis 2 weeks
of Data
8. Chapter 5: Results and Discussions 1 week

References

Jacob, B. A. (2018). Code-Switching as a Pedagogical Tool: Insights from Philippine ESL

Teachers. Journal of English Studies and Comparative Literature, 23(2), 147-160.

García, O., Johnson, S. I., & Seltzer, K. (2017). The Translanguaging Classroom: Leveraging

Student Bilingualism for Learning. Phi Delta Kappan, 99(4), 8-13.

Deseo, M. E. S. (2017). Code-switching practices of Filipino teachers in the English classroom.

International Journal of English Linguistics, 7(2), 150-157.

Geronimo, R. B., & Gonzales, J. M. (2019). Code-switching as a language instructional strategy:

Teachers’ and students’ perspectives in a tertiary school. Philippine ESL Journal, 31(1), 3-27.

Olaivar, M. S. (2015). Code-switching in the language classroom: An exploratory study of

English language teachers in the Philippines. Philippine ESL Journal, 20(1), 78-92.
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Ciriaco, J. J. D., & Javier, R. J. (2017). English-Filipino code-switching in teaching social

sciences subjects: Teachers' perspectives. Philippine ESL Journal, 27(1), 43-66.