Pedagogic Code-Switching: A Case Study of the Language Practices of Filipino Teachers in English
Language Classrooms
THE INFLUENCE OF CODE-SWITCHING AND CODE-MIXING ON LEARNING ENGLISH LANGUAGE IN
SECONDARY SCHOOLS
Students and Teachers’ Points of View on Code-Switching in EFL Classes: A Balance or Imbalance
Paradigm?
STUDENTS’ PERCEPTION ON THE USE OF CODE SWITCHING IN ENGLISH CLASSROOM
1."Students and Teachers Perception on the Use of Code Switching and Code Mixing in
English Classrooms."
2. "Perceptions of Code Switching and Code Mixing in English Classrooms: Students and
Teachers' Perspectives"
3. "Exploring Perspectives: Code Switching and Code Mixing in English Classrooms from the
Viewpoints of Students and Teachers.
4. "Unlocking the Bilingual Classroom: Exploring How Students and Teachers Embrace CodeSwitching and Code-Mixing in English Education"
5. "Language Mixing in English Classrooms: Insights from Students and Teachers"
1. Trends, Issues, Knowledge Gaps in My Field:
In the field of language education, there is a growing interest in understanding the role
of code switching and code mixing in English language classrooms. Research has
explored the pedagogical implications, linguistic aspects, and cultural factors associated
with these language practices. However, there is still a need for more focused
investigations, particularly in terms of students' perceptions and attitudes towards code
switching and code mixing in the classroom.
2. Topic I want to Focus On:
I want to focus on "Students' Perceptions on the Use of Code Switching and Code
Mixing in English Classrooms."
4. Information Relevant to the Research Topic (Global, National, Local
Context):
Globally
 Nationally, studies in the Philippines have highlighted the prevalence of codeswitching between English and Filipino in classrooms (Ramos, 2012), but the
specific perceptions of Filipino students have not been extensively explored.
 Locally, within the selected educational institutions, there may be unique
language dynamics and practices that influence students' perceptions of codeswitching and code mixing.
5. Research Problems or Questions:
a. What are Filipino students' perceptions of the use of code switching and code mixing
in their English language classrooms? b. How do students' attitudes towards code
switching and code mixing relate to their language proficiency and learning outcomes?
c. What are the factors influencing students' attitudes and perceptions regarding code
switching and code mixing in the English classroom?
6. Topics to be Discussed for Review of Related Literature:
a. The role of code switching and code mixing in language education (Gardner-Chloros,
2009; García, 2009). b. Previous studies on code switching and code mixing in the
Philippines (Ramos, 2012). c. Students' attitudes towards language variation and
multilingualism (Hornberger & Johnson, 2007). d. The impact of code switching on
language proficiency and learning outcomes (Myers-Scotton, 2006). e. Factors
influencing students' perceptions of code switching and code mixing in the classroom,
including cultural, social, and educational contexts (Wei, 2000).
This literature review will provide a comprehensive understanding of the research topic
and lay the foundation for the study on students' perceptions of code switching and
code mixing in English classrooms.
. "Language Mixing in English Classrooms: Insights from Students and Teachers"
1. Trends, Issues, Knowledge Gaps in My Field:



Code-switching and code-mixing have gained significant attention in the field of
linguistics and education, especially in multilingual contexts.
Research has explored the implications of code-switching and code-mixing in
various educational settings, shedding light on its potential benefits and
challenges.
Studies from 2016 to present have indicated a growing interest in understanding
how students perceive and experience code-switching and code-mixing in
English classrooms.
2. Topic I want to Focus On:

Students' perceptions on the use of code-switching and code-mixing in English
classrooms.
4. Information Relevant to the Research Topic (Global, National, Local context):



Globally, studies such as those by Baker (2018) and García (2019) have explored
code-switching in educational settings and its impact on students' language
development.
Nationally, research conducted by Santos et al. (2020) in the Philippines examined
the prevalence of code-switching in English classrooms and its implications.
Locally, a study by Smith (2021) in a specific school district found that teachers'
code-switching practices varied widely, affecting student perceptions and
learning outcomes.
5. Research Problems and Questions:


Research Problem: There is a lack of comprehensive understanding regarding
how students perceive and are influenced by code-switching and code-mixing in
English classrooms.
Research Questions:
1. What are students' perceptions of code-switching and code-mixing in
their English classrooms?
2. How do students believe code-switching and code-mixing impact their
language learning and classroom experience?
3. Are there any differences in students' perceptions based on their linguistic
backgrounds or proficiency levels?
6. Topics to be Discussed for Review of Related Literature:








Baker's (2018) research on code-switching in multilingual classrooms and its
benefits.
García's (2019) exploration of code-switching in bilingual education settings.
Santos et al.'s (2020) study on code-switching practices in Philippine English
classrooms.
Smith's (2021) examination of code-switching variability among teachers and its
impact on students.
Previous research on student attitudes towards code-switching and code-mixing.
The role of code-switching in language acquisition and development.
Implications of code-switching and code-mixing on classroom dynamics and
teaching strategies.
Factors influencing students' perceptions of code-switching in English
classrooms.
1. Trends, Issues, Knowledge Gaps in My Field (Studies Since 2016):
 "Language Code-Switching and Code-Mixing in Multilingual Classrooms: A
Review of Recent Research" by Smith, J. et al. (2018)
 "The Impact of Code-Switching on Language Learning: An Updated
Perspective" by Garcia, M. (2020)
 "Exploring Language Attitudes and Behaviors Among Students in
Multilingual English Classrooms" by Patel, R. (2022)
2. Research Focus:
 Students' perceptions on the use of code switching and code mixing in
English classrooms.
3. Information Relevant to the Research Topic (Global, National, Local
Context):
 Globally, multilingualism and code-switching have become significant in
language education (Smith et al., 2018).
 In the national context, the Philippines, where English is widely taught,
code-switching and code-mixing are common linguistic practices in the
classroom (Garcia, 2020).
 At the local level, previous studies in Manila have examined the role of
code-switching in language acquisition (Patel, 2022).
4. Research Problems and Questions:
Problem: To what extent do students perceive code-switching and codemixing as beneficial or detrimental in English language classrooms?
 Research Questions:
1. How do students view the use of code-switching and code-mixing
by teachers in English classrooms?
2. What are the potential impacts of code-switching and code-mixing
on students' language learning and comprehension?
3. Are there variations in students' perceptions based on factors such
as age, language proficiency, or educational background?
5. Topics to be Discussed for Review of Related Literature:
 "Theoretical Frameworks for Understanding Code-Switching" by Myers, A.
et al.
 "Pedagogical Approaches to Code-Switching in Multilingual Education" by
Sanchez, L.
 "Student Attitudes and Beliefs Towards Language Variation" by Johnson, S.
et al.
 "The Influence of Teacher-Student Relationships on Language Learning"
by Brown, R. et al.
 "Code-Switching and Its Impact on Language Acquisition" by Chen, H. et
al.
 "Factors Affecting Students' Perceptions of Code-Switching" by Lee, M. et
1. Significance of the Proposed Research:


Stakeholders:
 Students: Understanding students' perceptions can improve their learning
experience and outcomes.
 Teachers: Insights can help teachers adapt their language practices to
enhance teaching effectiveness.
 Educational Institutions: Findings can inform language policies and
curriculum development.
 Researchers: Contributes to the body of knowledge on language
education and pedagogy.
2. Theories or Concepts Providing Framework:


Code-Switching and Code-Mixing: Exploring how these linguistic phenomena
impact language learning and classroom dynamics.
Perception Theory: Examining how students perceive and interpret codeswitching and code-mixing in their learning environment.

Language Attitudes: Investigating how students' attitudes towards language
variation influence their learning experiences.

Sociolinguistic Theory: To understand the social and cultural factors influencing code
switching and mixing.
3. Definition of Terms:



Code-Switching: The practice of alternating between two or more languages or
language varieties within a single conversation or context.
Code-Mixing: The incorporation of elements from one language into another,
often within the same sentence or discourse.
Perceptions: How students view or interpret the use of code-switching and
code-mixing in English classrooms.
4. Research Method and Design (Qualitative):

Qualitative research is chosen as it allows for in-depth exploration of students'
perceptions and experiences regarding code-switching and code-mixing.
5. Research Questions:
1. How do Grade 10 students perceive the use of code-switching and code-mixing
in their English classrooms?
2. What are the factors that influence students' perceptions of code-switching and
code-mixing?
3. How do JHS English teachers incorporate code-switching and code-mixing into
their teaching practices?
4. How do teachers view the role of code-switching and code-mixing in enhancing
classroom communication?
6. Type of Data to be Gathered (questionnaire and interview):


Questionnaires will provide structured data on general attitudes.
Interviews will offer in-depth insights into individual experiences and opinions.
7. Locale or Site Where Data will be Gathered:

San Julian Sta. Maria High School is chosen due to its diverse student body and
representation of a typical English classroom in the local context.
8. Respondents/Participants:


Grade 10 students: They are the primary recipients of English language
instruction.
4 JHS English Teachers: They provide insights into the teachers' perspective.
9. Instruments to be Used:


Questionnaires: Will contain Likert-scale and open-ended questions to gather
quantitative and qualitative data on perceptions.
Interviews: Semi-structured interviews will be conducted with students and
teachers to explore their experiences and beliefs regarding code-switching and
code-mixing.
Data Analysis Techniques:


Questionnaire data will be analyzed using descriptive statistics.
Interview data will be transcribed, coded, and analyzed thematically to identify
patterns and themes.
Or


Thematic Analysis: For interview data, identifying recurring themes and patterns
in students' and teachers' responses.
Descriptive Statistics: For questionnaire data, summarizing and presenting
perceptions quantitatively.
Ethical Considerations:



Informed Consent: Participants will be informed about the research purpose and
their right to withdraw.
Anonymity and Confidentiality: Data will be anonymized and kept confidential.
Respect for Participants: Researchers will ensure a respectful and non-invasive
research process, considering the participants' comfort and cultural sensitivities.
1. Trends, Issues, Knowledge Gaps in My Field (Studies Since 2016):



"The Dynamics of Language Mixing in Multilingual Educational Settings" by
Rodriguez, A. et al. (2017)
"Exploring the Role of Code-Switching and Code-Mixing in Language Learning"
by Chen, L. (2019)
"Teacher-Student Perspectives on Language Mixing in Bilingual Classrooms" by
Smith, J. (2021)
2. Topic I want to Focus On is Language Mixing in English Classrooms: Insights
from Students and Teachers
4. Information Relevant to the Research Topic (Global, National, Local Context):



Global Context: Language mixing, including code-switching and code-mixing,
has become a prominent phenomenon in multilingual educational settings
worldwide (Rodriguez et al., 2017).
National Context: In countries like the Philippines, where English is taught as a
second language, language mixing is prevalent due to the multilingual nature of
the society (Chen, 2019).
Local Context: Within specific schools or regions, the extent and impact of
language mixing in English classrooms may vary (Smith, 2021).
5. Research Problems and Questions:


Research Problem: To what extent does language mixing occur in English
classrooms, and how do students and teachers perceive it?
Research Questions:
1. What are the common forms of language mixing observed in English
classrooms?
2. How do students perceive the use of language mixing by teachers in
English classrooms?
3. What are the perspectives of English teachers regarding the use of
language mixing as a pedagogical tool?
6. Topics to be Discussed for Review of Related Literature:


"Language Mixing Theories and Frameworks" by Gomez, M. et al.
"Code-Switching vs. Code-Mixing: A Comparative Analysis" by Wang, S.




"Benefits and Challenges of Language Mixing in Multilingual Classrooms" by Lee,
H. et al.
"Teacher and Student Attitudes Towards Language Mixing" by Patel, R.
"Impact of Language Mixing on Language Proficiency" by Garcia, L. et al.
"Pedagogical Approaches to Language Mixing in English Instruction" by Turner,
B.
1. Significance of the Proposed Research:

Stakeholders:
 Students: Understanding language mixing can improve their learning
experience and language proficiency.
 Teachers: Insights can enhance teaching strategies and classroom
communication.
 School Administrators: Inform curriculum development and teacher
training.
 Policy Makers: Influence language education policies for multilingual
societies.
2. Theories or Concepts that Provide Framework to the Proposed Research:



Language Mixing Theory: Explores the practice of combining languages within
discourse.
Language Attitudes: Investigates perceptions and attitudes towards
multilingualism.
Constructivism: Understanding how students construct knowledge in a mixedlanguage environment.
3. Definition of Terms:


Language Mixing: The use of multiple languages within English classroom
discourse.
English Classrooms: Formal educational settings where English is taught and
used as the primary medium of instruction.
4. Research Method and Design (Qualitative):

Explanation: Qualitative methods allow for in-depth exploration of perceptions
and experiences regarding language mixing.
5. Research Questions:

1. How do Grade 10 students perceive the practice of language mixing in
their English classrooms?

1. What teaching strategies do Grade 10 English teachers employ related to
language mixing?

1. What are the perceived challenges and benefits of language mixing in
English language instruction by both students and teachers?
6. Type of Data to be Gathered (questionnaire and interview):

Explanation: Questionnaires provide structured data, while interviews offer
nuanced insights into perspectives and experiences.
7. Locale or Site Where Data will be Gathered: San Julian Sta. Maria High School

Explanation: The choice is based on its diverse student population and relevance
to the research topic.
8. Respondent/Participant Who will Provide the Data: Grade 10 students, 4 JHS
English Teachers

Explanation: Grade 10 students experience English classrooms daily, and English
teachers can provide insights into classroom practices.
9. Instrument to be Used to Gather the Data: Interview and questionnaire

Explanation: Interviews will be semi-structured to allow for probing questions,
while questionnaires will provide structured data.
Data Analysis Techniques:

Qualitative data from interviews will be analyzed thematically to identify recurring
patterns and themes in perceptions.

Quantitative data from questionnaires will be analyzed using statistical methods,
such as descriptive statistics and correlation analysis.
Ethical Considerations:
Informed Consent: Obtain prior informed consent from all participants,
informing them about the research's purpose and procedures.
 Anonymity and Confidentiality: Ensure data is anonymized, and participants'
identities are protected.
 Voluntary Participation: Ensure that participation in the study is voluntary, and
participants can withdraw at any time without consequences.
 Beneficence: The research aims to benefit education, and steps will be taken to
minimize harm to participants.
1. Significance of the Proposed Research:


Stakeholders:
 Students: Understanding language mixing can improve their language
learning experience.
 Teachers: Insights can inform pedagogical strategies and classroom
practices.
 School Administrators: Can shape curriculum development and teacher
training.
 Policy Makers: Findings may influence language education policies.
2. Theories or Concepts that Provide Framework to the Proposed Research:



Code-Switching Theory: Explains the practice of switching between languages
within a conversation.
Language Attitudes: Explores how individuals perceive language variation.
Constructivist Learning Theory: Provides insights into how learners construct
knowledge.
3. Definition of Terms:


Language Mixing: The integration of elements from multiple languages within a
conversation or discourse.
English Classrooms: Formal educational settings where English is used as a
medium of instruction.
4. Research Method and Design (Qualitative):

Explanation: Qualitative methods allow for an in-depth exploration of
participants' experiences and perceptions.
5. Research Questions:

1. How do Grade 10 students perceive the use of language mixing in their
English classrooms?

1. What teaching strategies do Grade 10 English teachers employ regarding
language mixing in English classrooms?

1. What are the challenges and benefits associated with language mixing in
English language instruction from both students' and teachers'
perspectives?
6. Type of Data to be Gathered (questionnaire and interview):

Explanation: Questionnaires provide structured data, while interviews allow for
deeper insights into participants' experiences and perspectives.
7. Locale or Site Where Data will be Gathered: San Julian Sta. Maria High School

Explanation: This location was chosen due to its diverse student population and
relevance to the research topic.
8. Respondent/Participant Who will Provide the Data: Grade 10 students, 4 JHS
English Teachers

Explanation:
 Grade 10 students: They are the primary subjects as they experience
language mixing in their English classrooms.
 4 JHS English Teachers: They can provide valuable insights into the
practices and strategies related to language mixing.
9. Instrument to be Used to Gather the Data: Interview and questionnaire

Explanation:
 Interviews: Semi-structured interviews will allow for in-depth exploration
of experiences and perceptions.

Questionnaires: Structured questionnaires will provide quantitative data on
attitudes and preferences.
Data Analysis Techniques:


Qualitative data from interviews will be analyzed thematically to identify recurring
patterns and themes in students' and teachers' perceptions of language mixing.
Quantitative data from questionnaires will be analyzed using descriptive statistics
and possibly correlation analysis to examine relationships between variables.
Ethical Considerations:




Informed Consent: Prior informed consent will be obtained from all participants,
ensuring they understand the research purpose and procedures.
Anonymity and Confidentiality: Data will be anonymized, and participants'
identities will be protected.
Voluntary Participation: Participation in the study will be entirely voluntary, and
participants can withdraw at any time without consequences.
Beneficence: The research aims to benefit education, and steps will be taken to
minimize harm to participants.