MARIKINA POLYTECHNIC COLLEGE

Mayor Chanyungco St., Elena, Marikina City-1800

Master of Arts in Teaching

PERCEPTION OF TEACHERS ON THE USE OF CODE SWITCHING AS A

PEDAGOGICAL STRATEGY

_______________________________

In Partial Fulfillment

of the Requirements for the Degree

Master of Arts in Teaching

major in Technical English

_______________________________

By:

Dela Rosa, Jaydel Ira Z.

Dugay, Leizel E.

Dumdum, Analyn M.

Endaya, Jessa P.

Famisan, Bejie L.

Gabriel, Monique V.

Garbida, Princess Diane C.

July 2023

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

ABSTRACT

This study aimed to determine the perception of the selected

Grade 7 English teachers in using code-switching as a pedagogical

strategy. This study was conducted during the summer class of

School Year 2022-2023 with 20 Grade 7 English Teacher respondents

from various private and public schools. The respondents were

grouped according to their year level using stratified sampling

technique. A self-made google form questionnaire was used to

gather the needed data. The study used a descriptive evaluative

method utilizing the researchers' questionnaire determining the

perception of Grade 7 English teachers in using code switching as

a pedagogical strategy. It was concluded that in terms of using

code switching in an English class, teachers use code-switching

to help students to understand any concepts taught, use code-

switching in order to convey clarity, and use code-switching to

accommodate students’ language and cultural backgrounds are the

top three reasons why Grade 7 English teachers code switch as

part of their pedagogical strategy. These top three reasons

garnered 30% vote under the category always. Thus Grade 7 English

teachers from different schools mostly code switch for the sake

of maximizing the students’ understanding. This study

recommended a deeper study in order to gather data on class

interactions by using thorough classroom observations.

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

INTRODUCTION

The Philippines is a bilingual country that uses two different

languages, specifically Filipino and English. According to

Dumanig (2019), bilingualism enables learners to speak at least

two languages in the Philippines. Also, bilingualism goes beyond

the traditional notion of possessing two languages, it can be

taken to include the many people in the world with varying

degrees of proficiency in and interchangeably use three, four, or

even more languages (Li Wei and Martin, 2014 as cited by Mangila,

2018).

In the Philippine classroom set-up, to make a supportive effort

in teaching English as a foreign language, the use of code-

switching is widely used. DepEd Order 52 Series 1987 or known as

the 1987 Policy on Bilingual Policy states that the main aim of

the policy is to enhance the learning of both languages in

Filipino and English in students and must be taught by all levels

to achieve bilingual competence.

The term code-switching refers to speech varieties or dialects in

a language or even languages (Villanueva and Gamiao, 2022).

Furthermore, code-switching is defined as the “alternation of the

two languages within a single discourse, sentence, or

constituent” (Jamshidi & Nevehebraim, 2013 as cited by Mangila,

2018).

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

Richards et al, (1985) as cited by Villanueva and Gamiao (2022),

the term code-switching means shifting from one language variety

to another when the situation demands.

Researchers have documented the positive contributions of code-

switching on the educational system and learners’ outcomes

(Mangila, 2018).

The use of code-switching has functional dimensions as it

facilitates cooperation among students, understanding of

knowledge content, and attaining educational goals.

Code-switching is a helpful learning strategy for acquiring a

second language. It allows language learners to find better ways

to communicate and convey meaning. This promotes a low-anxiety

atmosphere in the classroom (Johansson, 2013 as cited by

Juliadnyana, Suarnajaya & Ramendra, 2020).

In a study conducted by Simasiku et al. (2015), de Sanchez

(2018), Hamamra and Qararia (2018), and Bhatti et al. (2018) as

cited by Zainil & Arsyad (2021), scrutinized the advantages of

code-switching in language classroom practices. They found out

that code-switching was a useful strategy in teaching English as

a second language to help interaction between teachers and

students and among students in the classroom succeed.

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

A similar study conducted by Songxaba et al. (2017), found that

teachers in their study believed that code-switching was the best

way to help students understand the lectures given by their

professors.

However, there are still debated issues on the use of code-

switching as a strategic pedagogy in teaching English since

English teachers are only expected to teach English as a foreign

language in the classroom.

Considering this scenario, the researchers opted that it is very

timely to conduct research on the teachers’ perception on the use

of code-switching as a pedagogical strategy in the classroom.

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

METHOD AND DESIGN

The method of research used in this study is the Qualitative

method. According to Pritha Bhandari, (June 2023) Qualitative

research involves collecting and analyzing non-numerical data

(e.g., text, video, or audio) to understand concepts, opinions,

or experiences. It can be used to gather in-depth insights into a

problem or generate new ideas for research. Since the purposes of

the study are to determine the common reasons why teachers use

code-switching in the teaching-learning process and its

implications as a pedagogical strategy, the researchers have

decided to use the Qualitative method.

Statement of the Problem

The main purpose of using the Likert scale was to know the

perception of the selected Grade 7 English teachers in using

code-switching as a pedagogical strategy.

Moreover, this research sought to answer the following

questions:

1. What are the common reasons why teachers use code-

switching in the teaching-learning process?

2. What are the implications of using code-switching as a

pedagogical strategy?

Selection of Participants:

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

The participants of this study are composed of twenty (20)

Grade 7 English teachers from different selected Junior High

Schools. The cited participants were chosen out of the criteria

of being language teachers handling Grade 7 students. Relative to

this, the decision of choosing the respondents was also

considered from a study stating that code switching is frequently

observed in Grade 7.

Data Gathering Instrument

The instrument used in collecting data is the Likert scale.

For Pritha Bhandari and Kassiani Nikolopoulou (June 2023), A

Likert scale is a rating scale used to measure opinions,

attitudes, or behaviors. It consists of a statement or a

question, followed by a series of five or seven answer

statements. Respondents choose the option that best corresponds

with how they feel about the statement or question. In this

study, the Questionnaire is composed of ten (10) statements which

tackle the perception of the Grade 7 English teachers on using

Code-switching as a pedagogical strategy and a rating scale that

measures how frequent the respondents use it.

Ethical Consideration:

To ensure the voluntary participation of the chosen respondents,

and to keep all the data gathered private and confidential, the

researchers applied the Data Privacy Consent-In Compliance with

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

the Republic Act 10173 also known as “The Data Privacy Act of

2012”.

Interview and Observation Guide:

The following are the common reasons for using Code-

switching as Pedagogical strategy in teaching and learning a

second language. The teacher respondents were asked to

answer the following questions based on how frequent they

use Code-switching as a pedagogical strategy.

Table 1
Sample Questionnaire Form

We are interested in knowing whether you are using code-switching

as one of your teaching strategies. Choose the box that
corresponds to your answer.

REASONS NEVER RARELY SOMETIMES ALWAYS VERY

OFTEN

Uses code-switching for

the purpose of
repetition.

Uses code-switching for

pragmatic reasons.

Uses code-switching to
avoid misunderstanding.

Uses code-switching to
help students to
understand any concepts
taught.

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

Uses code-switching in
order to build
solidarity and personal
connection with the
students.

Uses code-switching to
give emphasis to
important details of the
lesson.

Uses code-switching in
order to convey clarity.

Uses code-switching to
enhanced communication
skills.

Uses code-switching to
build interaction with
students.

Uses code-switching to
accommodate students’
language and cultural
backgrounds.

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

Results and Discussions

Data Analysis and Synthesis Procedure:

Table 1

Frequency Distribution of the Respondents According to the Use

of Code-switching for the purpose of repetition

Frequency Percentage

Always 1 5%

Often 7 35%

Sometimes 9 45%

Occasionally 3 15%

Never 0 0%

TOTAL 20 100%

Table 1 shows the responses of Grade 7 teachers on using

Code-switching for the purpose of repetition. The data revealed

that 5% or one (1) out of twenty teachers answered he always use

Code-switching for the purpose of repetition. On the other hand,

35% or seven (7) teachers said that they often use it, 45% or

nine (9) teachers answered they sometimes used it, and 15% or

three (3) teachers responded that they occasionally practice

Code-switching. Moreover, none of them said that they never use

it for the purpose of repetition.

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

Table 2

Frequency Distribution of the Respondents According to the Use of

Code-switching to Avoid Misunderstanding.

Frequency Percentage

Always 2 10%

Often 11 55%

Sometimes 4 20%

Occasionally 3 15%

Never 0 0%

TOTAL 20 100%

In Table 2, 10% or two (2) Grade 7 teachers answered that

they practiced Code-switching to avoid misunderstanding while 55%

or eleven (11) of them said that they often use it. Moreover, 20%

or four (4) teachers responded that they sometimes use it, 15% or

(3) of them said that they occasionally use it and none of the

teachers said they never use Code-switching to avoid

misunderstanding.

Table 3

Frequency Distribution of the Respondents According to the Use of

Code-switching for Pragmatic Reasons

Frequency Percentage

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

Always 1 5%

Often 7 35%

Sometimes 9 45%

Occasionally 2 10%

Never 1 5%

TOTAL 20 100%

Table 4

Frequency Distribution of the Respondents According to the Use of

Code-switching to Help Students to Understand Any Concepts

Taught.

Frequency Percentage

Always 6 30%

Often 7 35%

Sometimes 2 10%

Occasionally 4 20%

Never 1 5%

TOTAL 20 100%

Table 5

Frequency Distribution of the Respondents According to the Use of

Code-switching to Convey Clarity.

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

Frequency Percentage

Always 6 30%

Often 7 35%

Sometimes 4 20%

Occasionally 2 10%

Never 1 5%

TOTAL 20 100%

Table 6

Frequency Distribution of the Respondents According to the Use of

Code-switching to Build Solidarity and Personal Connection with

the Students.

Frequency Percentage

Always 5 25%

Often 6 30%

Sometimes 6 30%

Occasionally 2 10%

Never 1 5%

TOTAL 20 100%

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

Table 7

Frequency Distribution of the Respondents According to the Use of

Code-switching to Give Emphasis to Important Details of the

lesson.

Frequency Percentage

Always 4 20%

Often 10 50%

Sometimes 3 15%

Occasionally 3 15%

Never 0 0%

TOTAL 20 100%

Table 8

Frequency Distribution of the Respondents According to the Use of

Code-switching to Enhance Communication Skills.

Frequency Percentage

Always 2 10%

Often 6 30%

Sometimes 9 45%

Occasionally 3 15%

Never 0 0%

TOTAL 20 100%

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

Table 9

Frequency Distribution of the Respondents According to the Use of

Code-switching to Build Interaction with Students.

Frequency Percentage

Always 5 25%

Often 8 40%

Sometimes 5 25%

Occasionally 2 10%

Never 0 0%

TOTAL 20 100%

Table 10

Frequency Distribution of the Respondents According to the Use of

Code-switching to Accommodate Students’ Language and Cultural

Backgrounds.

Frequency Percentage

Always 6 30%

Often 8 40%

Sometimes 5 25%

Occasionally 0 0%

Never 1 5%

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

TOTAL 20 100%

The research objective of the study is to determine the

perception of the selected Grade 7 English teachers in using

code-switching as a pedagogical strategy. To be specific, the aim

is focused on the common reasons and implications of code-

switching in the teaching process of teachers.

1. What are the common reasons why teachers use code-

switching in the teaching-learning process?

The profile of the Grade 7 teacher respondents shows that

code-switching is used for the purpose of repetition,

pragmatic reasons, avoiding misunderstanding,

understanding concept, building solidarity and personal

connection, giving emphasis to important details,

conveying clarity, enhancing communication skills,

building interaction and accommodating students’ language

and cultural backgrounds.

The data revealed that 5% or one (1) out of twenty

teachers use code-switching for repetition. 10% or two

(2) teacher respondents practice code-switching to avoid

misunderstanding. 5% or one (1) of the respondents

prefer code-switching for pragmatic reasons. 30% or six

(6) teachers use code-switching to help students to

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

understand any concepts taught. 30% or six (6) teacher

respondents use this strategy to convey clarity. 25% or

five (5) out of twenty respondents use code-switching to

build solidarity and personal connection with the

students. 20% or four (4) teachers favor code-switching

to give emphasis to important details of the lesson. 10%

or two (2) of all respondents chose to use this strategy

to enhance communication skills. 25% or five (5) of

teacher respondents prefer to build interaction with

students through code-switching. Lastly, 30% or six (6)

of twenty respondents use code-switching to accommodate

students’ language and cultural backgrounds.

2. What are the implications of using code-switching as a

pedagogical strategy?

The study confirms that code-switching greatly affects

the pedagogical teaching strategy of teachers. Based on

the results, teacher respondents prefer code-switching to

help students to understand any concepts taught, to

convey clarity, and to accommodate students’ language and

cultural backgrounds. Code-switching has positive effects

on both learners and teachers.

References

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Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

Mangila, B. B. (2019). Pedagogic code-switching: A case study of

the language practices of Filipino teachers in English
language classrooms. English Language Teaching Educational
Journal, 1(3), 115. https://doi.org/10.12928/eltej.v1i3.738

Nordquist, R. (2019, July 25). What is code switching?.

ThoughtCo. https://www.thoughtco.com/code-switching-language-
1689858

Bhandari, P. (n.d.). Pritha Bhandari. Scribbr.

https://www.scribbr.com/author/pritha/page/7/

Bhandari, P., & Nikolopoulou , K. (2023, June 22). What is a

Likert scale?: Guide & examples. Scribbr.
https://www.scribbr.com/methodology/likert-scale/

Appendices

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 MARIKINA POLYTECHNIC COLLEGE
Mayor Chanyungco St., Elena, Marikina City-1800
Master of Arts in Teaching

Research Discussions’ Documentations

June 18, 2023 July 02, 2023

June 10, 2023

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