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The document discusses the role of code-switching in the Philippine education system, where English and Filipino are used as mediums of instruction. It highlights the challenges faced by students who are more comfortable with their native language and how code-switching can facilitate better understanding and engagement in the classroom. The study aims to evaluate the impact of code-switching on students' comprehension and participation in English-medium subjects, providing insights for educators and policymakers.

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2 views

Document (3)

The document discusses the role of code-switching in the Philippine education system, where English and Filipino are used as mediums of instruction. It highlights the challenges faced by students who are more comfortable with their native language and how code-switching can facilitate better understanding and engagement in the classroom. The study aims to evaluate the impact of code-switching on students' comprehension and participation in English-medium subjects, providing insights for educators and policymakers.

Uploaded by

jenniferderama44
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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English has always been the the medium of instruction of the content

subjects taught in the Philippines education system, along with Filipino. With the
use of communication that have been important component to a fruitful discussion
inside the classroom and a truly valuable means in carrying out the objectives of
the lesson that have been goal of education. One of the educational problems faced
by the students today was social exclusion and incapability to understand the
official language particularly instructional medium when they enter the school. Due
to the fact that all of the All the activities can be done by language. To express
our thought in our language is not difficult, but is different if we want to
express it in foreign language. Sometimes, we know the meaning of every
word but to arrange them become a good sentence which clear meaning is
not easy. Language influence each other when they come in contact. The
most noticeable influence in interference which usually manifest in form of
code switching. Which is . According to Zanini (2022), code-switching occurs when
a speaker alternates between two or more languages during a single conversation,
sentence, or situation.

While code switching is often seen as natural part of communication,


it's impact on learning, particularly in education setting, remains subject of
ongoing debate. As the Philippines has adopted English As the primary
language of instruction in many subjects, that shift has raised concerns
about the potential challenges faced by students who are more comfortable
using their native language. The learners may have a challenging
mechanism that affects their understanding and learning engagement in the
academic environment. Despite the emphasis on English as the medium of
instruction in the Basic Education Curriculum, as outlined in the new K-12
Curriculum, code-switching remains prevalent in classrooms. Teachers and students
often switch between English and Filipino to clarify concepts, facilitate
understanding, and enhance communication. As opposed to an “English Only”
policy As the language of instruction, forcing students to speak English, or any
language that is not their first language, before they are ready to extremely anxiety
provoking, most especially when they are asked to do this infront of a class to
explain his perspective or opinion to a situation, he could not do so fluently
without using the language he was familiar with. He switch to other language
like Filipino during lessons to allow learners participation and deeper
understanding of the concepts discussed through this serious effort of
explaining better by the students.

Which have been common in communities and classes like classroom in the
Philippines. Code-switching serves as a significant tool for both teachers and
students. Teachers frequently employ this strategy to simplify discussions and
clarify topics, which helps students grasp lessons more effectively. Shinga and Pillay
(2021) reveal through interviews that educators perceive code-switching as an
effective means to engage students. Teachers reported that switching languages
can help recapture students' attention after they have zoned out, thereby fostering
an ‘enabling environment’ conducive to learning. Moreover, many educators believe
that code-switching promotes inclusivity and self-fulfillment, emphasizing that
language should not be a barrier to learning. Students, on the other hand, utilize
code-switching to express ideas and emotions, maintaining spontaneity in their
communication. They often shift languages to clarify or emphasize their points,
ensuring better understanding by their listeners and fostering relationships with
teachers and peers. Research indicates that learners code-switch for a more
effective language teaching and learning experience. Specifically, using their first
language (L1) in the classroom enhances their connections with friends and
teachers (Wang, 2019). Additionally, code-switching has been found to improve
learner-teacher and learner-learner relationships, boost students’ confidence,
increase their access to content, and enhance their participation and engagement
(Masma, 2020).

In conclusion, while code-switching is often regarded as a natural aspect of


communication, its role in educational settings raises important questions about its
effectiveness as a learning strategy. The challenges faced by 21st-century learners
in acquiring essential concepts and skills underscore the need for further evaluation
of code-switching's impact on learning outcomes. T t was important to evaluate
how the learners were able to start learning it and considered every factor
that might spill light into the dilemma. The need to connect with students
was necessary to successfully transfer learning. Hence, the code switching
played an important role. Therefore, this study conducted to perceive the use
of code-switching in teaching English as a second language, focusing on its effects
on students’ engagement and comprehension during discussions in English-medium
subjects. The findings of this study will be valuable for educators, policymakers, and
researchers seeking to improve language instruction and enhance learning
experiences.

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