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Research Report

This study investigates the perceptions of teachers and pupils regarding code-switching in classroom instruction, finding it enhances comprehension and engagement while fostering positive relationships. Although generally viewed as beneficial, concerns about dependency on the native language and potential hindrance to full immersion in the target language were noted. The research suggests strategic implementation of code-switching to maximize its advantages in multilingual educational contexts.

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Casey Pheb C. Romez
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6 views

Research Report

This study investigates the perceptions of teachers and pupils regarding code-switching in classroom instruction, finding it enhances comprehension and engagement while fostering positive relationships. Although generally viewed as beneficial, concerns about dependency on the native language and potential hindrance to full immersion in the target language were noted. The research suggests strategic implementation of code-switching to maximize its advantages in multilingual educational contexts.

Uploaded by

Casey Pheb C. Romez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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PERCEPTION OF TEACHERS AND PUPILS ON THE USE OF CODE-

SWITCHING IN CLASSROOM INSTRUCTION

Researchers

Arnice B. Appelanes

Quiza Mae D. Lance

Research report by Divine Grace A. Sergio

Grade-10, Euclid

Submitted to Sir Ian Jim A. Bayson

Abstract
This study explores the impact of code-switching in classroom instruction by
analyzing the perceptions of both teachers and pupils. Using a mixed-
methods approach, the research evaluates how code-switching facilitates
learning, comprehension, and engagement. Findings indicate that code-
switching enhances understanding and fosters positive relationships
between teachers and students. However, some concerns about dependency
on the native language were also noted. The study suggests strategic
implementation of code-switching to maximize its benefits in multilingual
educational settings.

Introduction

In multilingual educational settings, code-switching—the practice of


alternating between two or more languages—has become a common
pedagogical tool. Research indicates that code-switching can aid
comprehension, reduce classroom anxiety, and build rapport between
students and teachers. However, concerns have been raised regarding its
impact on language acquisition and dependency on the first language. This
study aims to analyze the perceptions of both teachers and students
regarding the role of code-switching in classroom instruction and its
effectiveness in enhancing learning. (Sairo, 2012)

Methodology

A mixed-methods approach was used to collect data. Surveys were


administered to both teachers and students to assess their perceptions of
code-switching. The study utilized a Likert scale to measure agreement
levels on various statements related to code-switching, such as its role in
comprehension, participation, and engagement. Data were analyzed using
weighted mean scores (WAM) to determine overall attitudes.
Results

The analysis revealed that both teachers and students generally perceive
code-switching as beneficial. The highest WAM of 3.93 was recorded for the
statement that code-switching helps teachers express themselves more
clearly. Additionally, students reported that code-switching creates a low-
anxiety environment conducive to participation (WAM = 3.6). Teachers also
noted that it aids in explaining new concepts effectively (WAM = 3.78).
However, a lower WAM of 2.09 was observed for the statement that code-
switching hinders comprehension, suggesting minimal negative impact.

Discussion

Findings align with previous studies, highlighting that code-switching


enhances clarity, engagement, and rapport in the classroom. The ability to
switch languages allows students to grasp complex concepts more
efficiently, particularly when learning in a non-native language. Teachers also
use code-switching strategically to check comprehension and provide
feedback. However, some concerns remain regarding the overuse of code-
switching, which may hinder full immersion in the target language.

Conclusion

The study confirms that code-switching serves as a valuable tool in


multilingual classrooms. While it fosters understanding and reduces
communication barriers, careful moderation is required to ensure students
still develop proficiency in the target language. Future research should
explore long-term effects of code-switching on language acquisition and
academic performance.

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