Loc Students' Perception On The Use of Code-Switching in English As A Second Language Class

International Journal of Advanced Research in ISSN: 2278-6236
Management and Social Sciences Impact Factor: 6.284
STUDENTS’ PERCEPTION ON THE USE OF CODE-SWITCHING IN ENGLISH AS A

SECOND LANGUAGE CLASS
Marites Quibol Catabay, Instructor, College of Business, Entrepreneurship and Accountancy
Cagayan State University, Tuguegarao City, Philippines
Abstract: This study investigates the attitude of students towards code-switching in English
as a Second Language Class among the thirty Legal Management Students at the Cagayan
State University, College of Business, Entrepreneurship and Accountancy for the Second
Semester, School Year 2015-2016. The study further explores the perception of the students
on the effects of English-Filipino code-switching in teaching, on their first language and
second language, emotional state of the learner, teachers’ image among the students and
on passing the examinations. The result of the study reveals that students attitude towards
the use of code-switching in ESL Class is positive in general. It also shows that code-switching
has a positive impact on their first and second language, thus; code-switching helps in the
maintenance of both. Moreover, the study reveals that respondents learn better when
taught in English and Filipino.
Keywords: Code switching, English as a Second Language Class, first language(L1), second
language(L2)
INTRODUCTION
Integration and globalization processes contribute in the development of modern society
and expansion of International contacts. This led to the spread and strengthening of English
as the leading language of civilization, the de facto language in business. The integration
process which is taking place in the Philippine Educational System particularly in ESL
classrooms leads to the dynamic development of English language which consequently
affected all spheres of life. Due to the general trends in the world development and
integration, there has been a mandate in all schools in the Philippines to use English as a
medium of instruction in teaching Math, Science and English subjects. The rest of the
subjects be taught using Tagalog/Filipino, the Filipinos first language. As civilization
demands, students should be competent in the use of English for them to be immersed in
the world market.
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English, being the International language should be used by the students in constant
interaction and communication specially in English classes for them to be exposed to this
language. However, despite of the directive to use English as a medium of instruction and
communication, students do not completely use English in the expression of their ideas and
feelings. For them to better express their ideas and feelings they resulted to code switch.
Code switching defined by Myers-Scotton as the use of two language varieties in the same
conversation and which plays a significant role in the multilingual communities where
language contacts are inevitable. Gemperz’s (1982, p. 59), defined code switching as “the
juxtaposition within the same speech exchange of passages of speech belonging to two
different grammatical systems of subsystems. A related concept to code switching is code
mixing. Researches often differentiate between the two terms. One of the differences
between the two terms is the way each of them is used as proposed by Muysken (2000) in
that code switching is used for cases in which the two codes maintain their monolingual
features, while code- mixing is used for cases where there is some convergence between
the two languages. On the other hand, Myers-Scotton (1993) differentiates between the
two terms, stating that code switching occurs when bilinguals alternate between two
languages during one interaction with another bilingual person while code mixing is the use
of words, affixes, phrases and clauses from more than one language within the same
sentences.
Code switching has a variety of functions which vary according to the topic, people involved
in conversation and the context where the conversation is taken place. Baker (2006) have
discussed the topic of code switching from a sociolinguistics perspective, in which he listed
twelve main purposes of code switching, which are relevant to bilinguals talks in general.
Some of these functions can be observed in classroom environment and in relevance to
teachers and students interactions. According to Baker, code switching can be used to
emphasize a particular point, to substitute a word in place of unknown word in the target
language, to express a concept that has no equivalent in the culture of the other language,
to reinforce a request, to clarify a point, to express identity and communicate friendship, to
ease tension and inject humor into a conversation, and in some bilingual situations, code
switching occurs when certain topics are introduced. In the substituting a word in another
language, Man and Lu (2006) (cited in Baker,2006) found that in Hong Kong schools both

teachers’ and students’ major reason for code switching was that there was no direct
translation of words between English and Cantonese, additionally, the same study of Man
and Lu found that teachers in Hong Kong schools use code switching also to ease tension
and inject humor in to conversations.
In a previous study, Eldridge (1996) ( cited in Sert, 2005) has listed four purposes in which
student code switching as equivalence, floor-holding, reiteration and conflict control.
Equivalence which is a strategy that bilingual used to find the equivalent of the unknown
lexicon of the target language in the speakers’ first language to overcome the deficiency in
language competence in second language. The second purpose of code switching is for floor
holding which is a technique used by bilingual students during conversing in the target
language to fill in the stop gap with words in native language in order to maintain the
fluency of the conversation. The third purpose of is reiteration, as it implies, it is
emphasizing and reinforcing a message that has been transmitted firstly in the target
language but then students rely on repeating the message in first language to convey to the
teacher that the message is understood. The last function is conflict control, which is used
to eliminate any misunderstanding when the accurate meaning of a word is not known in
the communication.
Within the world of languages use, code-switching has often been perceived as being of
lower status, a strategy used by weak language performers to compensate for language
deficiency. This view of code-switching and bilingual talk in general is more normatively
based than research-based as pointed by Lin( 1996) who added that such a view conveys
little more than the speaker or writer’s normative claims about what counts as standard or
legitimate language.
An extensive body of literature studies reported that code switching in classrooms not only
just normal but useful tool of learning. Cook (2001) referred to code switching in the
classroom as a natural response in a bilingual situation. Furthermore, in the same study,
Cook considered the ability to go from one language to another is highly desirable among
learners. Moreover, in eliciting teachers reflections to their classroom teachings, Probyn
(2010) noticed that most notable strategy that teachers used was code switching to achieve
a number of communicative and metalinguistic ends. Cook’s studies were mainly in the
second language classroom context. Rollnick and Rutherford’s (1996) study of science

classrooms found the use of learners’ main languages to be a powerful means for learners
to explore their ideas. They argue that without the use of code switching, some students’
alternate conceptions would remain unexposed. (Cited in Setatiet al 2002). The recognition
to switch codes goes beyond switching between languages; it also recognizes the value of
using the vernacular which believes to allow students to draw on useful sense- making
resources (Amin, 2009).
Researchers see using code switching in the classroom as a “legitimate strategy” (Cook,
2001, p.105) and no matter how it might be disruptive during a conversation to the listener,
it still provide an opportunity for language development (Skiba, 1997).
Hence, the present study was undertaken to ascertain the perception of students on the use
of code switching in English as a Second Language Class.
THEORETICAL FRAMEWORK
Code switching has been in the center of the many heated argument or debates in the field
of second language acquisition. As Martin Jones notes, the first investigation in this field
received attention in 1980s when researchers began to work with audio-recordings made
during the classroom interactions. Students analyses had a more linguistic orientation and
classroom discourse functions became the focus of investigations. Since then, there have
been a lot of discussions on code switching between the target language and the native
language in English as a Second Language class.
One of the most important issues focused on in the field of second language acquisition is
the use of the native language in English as a Second Language Class. The practice of the
native language in the process of learning the second language is deemed a negative
phenomenon that hampered the effective and productive second language acquisition. This
is because code switching is considered as a haphazard mixture of two languages, thus;
students were not allowed to switch forth and back between the native language and the
target language. The advocates of the intralingual teaching strategy support the idea that
the use of only the target language in English classrooms promotes and contributes to
productive language acquisition and any switching impacts negatively the process of second
language acquisition. Some supported this strategy while others were against it. There has
been a lot of researches in the area of first language use in English classes. Most of these

studies focused on teachers’ opinions about the use of native language in the classroom or
the frequency of usage in their interactions.
Furthermore, a large number of researches have been devoted to teachers’ code switching.
Alternate use of the two languages among teachers occurs spontaneously, purposefully or
intentionally. Much debate has been centered on teachers’ attitude towards code switching
of teachers. The proponents of target language exclusivity believe that it is not necessary to
know all linguistic material and teaching through the target language allows students to
immerse in an authentic second language class environment. On the other hand, the
tradition of excluding the native language from the second language class restricts the
possibilities of language teaching. For them the classroom is a natural code switching
condition and code switching is a highly skilled activity.
Vivian Cook (2001) discussed the different ways in which first language(L1) can be positively
used in ESL classes. She looked at the arguments that second language teachers and
linguists have about this topic. She argued that L1 and L2 have two different linguistic
systems and characteristics. As a result students should reduce the use of L1 or code
switching in order to fully acquire L2. Although teachers keep reminding the students to
separate the two languages, students keep using L1 resulted to code switching. In as much
as students need to be exposed in the use of the second language, they opt to combine the
two in their interactions. Cook also compared the process of students’ acquisition processes
of the two language. When the students learn their first language, they did not use other
language to acquire it. Consequently, in learning the second language, they should only use
L2 or the target language to reach a level of competency closer to their level in their first
language.
Elsa Auerback (1993) carried out a detailed study on the concept of code switching in the
English language classrooms. She looked at the two different views of the topic. To either
use it or avoid it. She tracked the English –Only movement through history and provided the
justifications and reasoning behind that movement. She offered the following justifications
for code switching in ESL classes. First, Students who are unable to participate in English
only programs will have an opportunity to study both their first language and second
language. Second, using L1 or resulting to code switch reduces barriers to language learning
and develops rapport between teachers and between the students themselves. Third, it was

found that students who were allowed to use their native tongue had acquired L2 faster
than students who were mandated to use L2 alone in their classrooms. However, Auerback
concluded by saying that although there are two points of view to this topic, it is the
teachers maneuvering the class who ultimately decides whether they need to code switch
or not. Every classroom is unique and for that, the teacher is the best judge to decide
whether to code switch or not.
STATEMENT OF THE PROBLEM
This study ascertained to assess students’ perception on code switching in English as a
second language class. Specifically, it aims to answer the following questions:
1. What is the profile of the respondents with respect to:
1.1. Age
1.2. Gender
1.3. First language
2. What type of code switch pattern do respondents use?
3. How do the respondents perceive code switching with respect to:
3.1. its use in teaching
3.2. its effects on L1 and L2
3.3. its effects on the respondents’ emotional state
3.4. its impact on language learning
3.5. its effects on teachers’ image among the students
3.6. its effects on passing the examinations
SIGNIFICANCE OF THE STUDY
The researcher embarked on this study in the hope that it may be in significance and use to
the following:
School Administrators. The administration could plan adequately the kind of English
curriculum to be adopted to improve the students’ second language acquisition.
Teachers. The teachers be able to give necessary solution to the problem of students
frequent code switching specially in the expression of their ideas and feeling during class
discussion in English Class.. That they to be able to plan enrichment activities to address the
problems of students in learning the second language.

Students. The students would be aware of their errors so that they may take necessary
steps to correct their errors themselves to improve their writing skills.
Researcher. This study will help the researcher to be become fully adept in her field of
specialization especially in equipping the students with the necessary skills to avoid frequent
code switching during discussion in English classes.
Future Researchers. This study will serve as a reference to those who will undertake studies
in parallel with the current study.
SCOPE AND LIMITATION OF THE STUDY
The study was focused on determining the perception of the Second Year Legal
Management Students on Code Switching in the College of Business, Entrepreneurship and
Accountancy for 2nd Semester of the School Year 2015-2016.
Moreover, the study was limited to one class only of Second Year Legal Management
Students who have English as a Second Language Class. The students’ conversation where
the data were extracted was limited only to 15 minutes.
Definition of Terms
To provide the reader a clearer grasp of the contents of this study, the following words are
defined:
ESL (English as a Second Language). It is an English subject offered to Legal Management
Students only.
Code Switching. It is the use of two language varieties in the same conversation.
Students’ Perception. It is defined as the students ability to understand the importance of
code switching in the expression of their ideas.
METHODOLOGY
This chapter presents the research methodology employed in this study. Specifically, it deals
with the research design, selection of respondents, the research instruments used, the data
gathering procedures and data analysis that were undertaken in this study.
Study Design
Since the study tried to look into the perception of the respondents on the use of code
switching in ESL class, both qualitative and quantitative research approaches were used. The
data were analyzed by using statistics and therefore the data yielded was statistical data.

The final data were analyzed using percentages to measure students perception on code
switching in ESL class.
Participants
The study was conducted among thirty second year students of Legal Management enrolled
in the College of Business, Entrepreneurship and Accountancy during the 2nd semester of
the academic year 2015-2016.
Table 1 Frequency Distribution of Respondents’ Gender
GENDER NUMBER
Male 9
Female 21
TOTAL 30
Table 1 reveals that of the thirty respondents, 9 are male students and 21 are females. This
gives a picture that the second year section of Legal Management Students is a female
dominated.
Measures
To obtain the needed information for the study, a questionnaire was used to gather the
needed information on the personal profile of the thirty Legal Management students as to
age, gender and the Language previously taught.
The students were subjected to a group discussion where each member is encouraged to
participate. Their conversation was recorded to check on the type of code switch pattern
used.
An interview was conducted where in the students were asked questions in Taglish, Engalog,
and pure English and see how the subjects respond to these questions.
The students were also asked to answer an adopted questionnaire indicating their views on
code switching with respect to: its use in teaching, its effects on L1 and L2, its effects on the
respondents’ emotional state, its impact on language learning, its effects on teachers’ image
among the students, its effects on passing the examinations.
Students were requested to give their honest views in a 4-Likert scale. The scale comprised
as follows; Strongly Agree(SA), Agree(A), Disagree(D), and Strongly Disagree(SD).
Data Gathering Procedure
The following procedures were followed to gather the data needed for this study.

1. The respondents were asked to group into five.

2. After having grouped, the teacher gave the topic to be discussed by the respondents.
3. The respondents were only given fifteen minutes to discuss.
4. While having the discussion, the leader in each group was instructed to tape the
conversation.
5. After fifteen minutes, the respondents were interviewed individually and asked to
answer the questions. This is to check how students respond to questions in Taglish,
Engalog, and pure English.
6. The respondents were also asked to answer a questionnaire to measure students
perception towards the use of code switching in teaching, its effects on L1 and L2, its
effects on the respondents’ emotional state, its impact on language learning , its
effects on teachers’ image among the students, its effects on passing the
examinations.
Data Analysis
The following instruments were used to analyze the data gathered.
Frequency and Percentage Distribution. To answer questions number 1 and 4 frequency
and percentage distribution are used. This was used to analyze the profile of the students
in terms of age, gender, and language previously taught. These were also used in measuring
the students perception or views about code switching.
RESULTS
 All the respondents were previously taught using both Filipino and English.
 The most frequent code switch pattern used by the respondents is Engalog- more
English, less Tagalog. Probably because at the beginning of the classes, the students
were oriented to use English inside the ESL class.
 Students have a positive view on the use of code switching as a medium of
instruction or in teaching.
 English-Filipino code switching does not have a negative impact on the students first
and second language. Instead; it helps in the maintenance of both.
 The respondents are satisfied when using code switching as a medium of Instruction
giving them a positive emotional state.
 The respondents learn better when taught in English-Filipino.

 Professors gain more respect from the students when they teach using both English
and Filipino.
 Code switching increases students’ performance in examinations.
DISCUSSIONS
This chapter presents the discussion of data on the language the second year BS Legal
Management students previously taught, the code switch pattern used in their
conversation, their perception on code switching with respect to: its use in teaching, its
effects on L1 and L2, its effects among teachers and students, and its effects on passing the
exams.
Table 2 Frequency, Percentage and Rank Distribution of Language the Respondents were
previously taught
Language Frequency Percentage Rank
Filipino-English 30 100% 1
Filipino only 0 0% 2
English only 0 0% 2
Table 2 shows the language of which the respondents had been taught in their previous
schooling. All the respondents responded that they have been taught using the two
languages Filipino and English. This only means that these students during the early years of
their schooling were already exposed to bilingual education or even to code switching.
Table 3 Frequency, Percentage and Rank Distribution of the Code Switch Pattern used by
the Respondents
Pattern Frequency Percentage Rank
Taglish 10 33.3% 1
Engalog 15 50% 2
Intersential 5 16.6% 3
English only 0 0% 4
Table 3 shows the code switch pattern used by the respondents in the expression of their
ideas. The highest number of pattern used is Engalog with 15 or 50%, followed by the use of
Taglish with 10 0r 33.3%, third in row is the use of intersential with 5 or 16.6% and non from
the respondents used English only in the expression of their thoughts. This means that
students most of the time observe code switching in class.
Sample conversation:

1. Business communication taught me a lot. Through this subject, I have known that
being a good communicator may help paramakamitang purpose ko like promoting a
product or service.
2. This course helps me realized that verbal skills are necessary. Dahil kung
hindikamagalingmagsalitakahitmagandaang ideas mo,
hindimorinmasasabisamgakasama mo. So, this subject helps.
3. Business communication as a subject is great. I learned a lot from it. Hindi
langpalapagsasalitaangkailangansa business communication kundiyunggaling din
natinbumasang non-verbal expression ngisangtao. Dapatmaging sensitive
tayosapagpoint out nun. Dahil kung hindi, maaringmamisinterpretnatinsila.
Table 4 Frequency and Percentage Distribution of the Respondents’ Views Towards the Use
of Code Switching in Teaching
No. ITEM DESCRITION Strongly Agree Disagree Strongly
Agree Disagree
(4)
(3) (2) (1)
1 I prefer to study only in English. 6 24
(20%) (80%)
2 I prefer to study only in Filipino. 8 22
(26.6) (73.3%)
3 I prefer to study in English and Filipino. 10 20
(33.3%) (66.6%)
Table 4 reveals the respondents’ views towards the use of code switching in teaching.
Twenty four(24) or 80% from the respondents disagree to be taught only in English, 22 or
73.3% disagree learning only in Filipino, 66.6% agreed to be taught in English and Filipino,
while 10 or 33.3% strongly agreed that they be taught in English and Filipino. This only
means that students have a positive view in the use of code switching in class.
Table 5 Frequency and Percentage Distribution of the Respondents’ answers on Code
Switching an its Effects on L1 and L2
Agree Disagree
(4) (3) (2) (1)
4 Mixing Filipino and English leads to he loss 5 18 7
of Filipino. (16.6) (60%) (23.3%)
5 Mixing Filipino and English leads to the loss 5 20 5
of English. (16.6) (66.6%) (16.6)
6 Mixing Filipino and English leads to the 9 21
maintenance of both language. (30%) (70%)

Table 5 discloses that 18 or 60% of the respondents disagree on the idea that mixing Filipino
and English leads to the loss of Filipino, 20 or 66.6% also disagreed on the hint that mixing
Filipino and English leads to the loss of English, while 21 or 70% of the respondents agree
and 9 or 30% strongly agree that mixing or using English and Filipino leads to the
maintenance of both language. This only means that code switching does not have a
negative effect on the respondents’ first and second language, instead; it helps in the
maintenance of both their first and second language. Again this shows that the respondents
have a positive view on code switching.
Switching and its Effects on their Emotional State
No. ITEM DESCRIPTION Strongly Agree Disagree Strongly
Agree Disagree
(4) (3) (2) (1)
7 I feel nervous when I mix Filipino and 19 11
English. (63.3%) (36.6%)
8 I feel satisfied during the process of 7 23
learning when I mix Filipino and English. (23.3%) (76.6%)
9 I feel lost when I mix Filipino and 5 7 18
English. (16.6%) (23.3%) (60%)
Table 6 divulges the respondents’ answers whether or not code switching affects their
emotional state. As revealed by the table, 19 or 63.3% of the respondents disagree that they
are nervous when they use mixed Filipino and English, 23 or 76.6% feel satisfied in learning
when Filipino and English are mixed while 18 or 60% of the respondents strongly disagreed
that they are lost when they mixed Filipino and English. This only tells that the learners are
in a positive emotional state when Filipino and English are used as a medium of instruction
and communication in class.
Switching and its Impact on Language Learning
Agree Disagree
(4) (3) (2) (1)
10 I understand difficult concepts when 3 9 12 6
taught in Filipino. (10%) (30%) (40%) (20%)
11 I understand difficult concepts when 5 9 15 1
taught in English. (16.6%) (30%) (50%) (3.3%)
12 I understand difficult concepts when 12 18
taught in Filipino and English. (40%) (60%)

Table 7 illustrates the respondents’ answers on the impact of code switching on the
respondents’ language learning. As revealed by the table, 12 or 48% among the respondents
disagree that they understand difficult concepts when taught in Filipino, 15 or 50% disagree
that they understand better difficult concepts when taught in English, 18 or 60% agreed and
12 or 40% strongly agreed that they learn difficult concepts when taught in Filipino and
English. This implies that code switching impacts the process of language leaning.
Switching and its Effects on Teachers’ Image among the Learners
Agree Disagree
(4) (3) (2) (1)
13 I respect more the professor when 1 23 6
teaching in Filipino and English. (3.33%) (76.6%) (20%)
14 I respect more the professor when 5 25
teaching in Filipino only. (16.6%) (83.3%)
15 I respect more the professor when 10 20
teaching in English only. (33.3%) (66.6%)
Table 8 reflects the respondents’ degree of respect given to a professor when teaching using
the language- English and Filipino. 23 or 76.6% agree that they more respect a professor
teaching in Filipino and English, 25 or 83.3% disagree that they respect more a professor
who teaches in Filipino only and 20 or 66.6% disagree that they respect more a teacher who
teaches in English only. This only means that respondents are more comfortable with
professors teaching both in English and Filipino.
Switching and its Effects on Passing the Examinations
No. ITEM DESCRIPTION Strongly AgreeDisagree Strongly
Agree Disagree
(4) (3) (2) (1)
16 Teaching in Filipino only increases my 12 18
chance of passing the examination. (40%) (60%)
17 Teaching in English only increases my 22 8
chance in passing the examination. (73.3%) (26.6%)
18 Teaching in Filipino and English 20 10
increases my chance of passing the (66.6%) (33.3%)
examination.

Table 9 articulates the effects of code switching in the respondents performance in an

examination. As the table shows, 18 or 60% disagreed and 12 or 40% of the respondents
agreed that teaching using Filipino increases their chance of passing the examination. 8 or
26.6% disagreed and 22 or 73.3% agreed that teaching in Filipino only increases their chance
of passing the exam while 10 or 33.3% agree and 20 or 66.6% strongly agreed that teaching
the course both in Filipino and English increases their chance of passing the examinations.
This further means that code switching has a positive effect on students’ performance in
examinations.
CONCLUSIONS
In the above findings, the following conclusions were drawn:
 That the students have a strong preference in the use of code switching than using
one language as a medium of instruction. Although, majority of the students agree
that using one language is beneficial, they find it more desirable to use code
switching as believed that it makes a subject easier to understand and it is a means
of strengthening their comprehension.
 That the use of code switching does not only have an impact on L1 and L2 but it also
has an effect on students’ attitude towards the professor, students’ emotional state
and on students’ performance in examinations.
RECOMMENDATIONS
The following recommendations are given:
1. Students in English as a Second Language Class are mandated to use English as a
medium of Communication. While English is the medium of textbooks, examinations,
assignments and lectures reality tells based from the result of the study that Filipino-
English is still the dominant preference of students as a medium of communication
in the classroom. Therefore, decision makers should revise the policy in order to
reach the desirable goal of learning, in which code switching can be included in the
writing of the syllabi.
2. Teachers must consider the language preferences of the students as a medium of
communication, so the professors should be encouraged to make adequate use of

code switching in classrooms when explaining concepts to students so that they will
be able to actively participate in the activities and discussions.
3. The researchers should help identify the correct level of utilizing code switching in
classrooms to promote the advancement of classroom teaching and learning.
REFERENCES
1. Baker, C. (2006). Foundations of Bilingual Education and Bilingualism, Multilingual
Matters LTD.
2. Cook, V. (2001). Second Language Learning and Language Teaching. London.
3. Ferguson, G. (2003). classroom code switching in post-colonial context. Africa.
4. Gemperz, J. (1982). Discourse strategies. Cambridge, Cambridge University Press.
5. Martin-Jones, M. (2000). "Bilingual classroom interaction: A review of recent
research." Language Teaching 33(1): 1-9.
6. Muysken, P. (2000). Bilingual Speech: A typology of Code- mixing. Cambridge,
Cambridge University Press.
7. Myers-Scotton C. (2006). Multiple Voices. An Introduction to Bilingualism. Malden
MA: Blackwell Publishers.
8. Olugbara, C. (2008). The effects of IsiZulu/ English code switching as a medium of
instruction on students' performance in and attitudes towards biology, University of
Zululand. Dissertation.
9. Sert, O. (2005) The functions of code switching in ELT classrooms. The internet TESL
Journal II.
10. Simon, D-L. (2001). Towards a new understanding of code switching in the foreign
language classroom. Code switching Worldwide II. R. Jacobson. Berlin, Mouton de
Gruyter.

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International Journal of Advanced Research in ISSN: 2278-6236

Management and Social Sciences Impact Factor: 6.284

STUDENTS’ PERCEPTION ON THE USE OF CODE-SWITCHING IN ENGLISH AS A

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1. The respondents were asked to group into five.

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Table 9 articulates the effects of code switching in the respondents performance in an

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