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Home⇛JPAIR Multidisciplinary Research Journal⇛vol. 59 no. 1 (2025)

Exploring the Role of Code-Switching in Multilingual Classroom Dynamics: A Comparative Study of Attitudes and Practices among University Students in the Philippines

Mario Maranan | Regina C. Batalla | Arren B. Santos

Discipline: Education

 

Abstract:

This study investigates the usage and attitudes towards code-switching among university students in the Philippines, focusing on its role in promoting inclusive and equitable education. The research addresses the gap in understanding the implications of codeswitching in educational settings, particularly in a multilingual context where native languages and English are used in instruction. A descriptive correlational research design was employed, utilizing an online questionnaire to collect data from a random sample of 205 students across three universities. The survey measured the frequency of intersentential, intrasentential, tag, situational, and metaphorical code-switching and attitudes toward these practices. Pearson’s R correlation coefficient was used to analyze the relationship between respondents’ profile variables and their perceptions and usage of code-switching. The significant findings reveal that while codeswitching is not frequently practiced, with a weighted mean of 2.341 indicating its rarity, it is nonetheless viewed positively, with a weighted mean of 3.141 reflecting an “Acceptable” attitude towards its use in the classroom. Situational code-switching emerged as the most common type, with a total weighted mean of 3.116, indicating general agreement with its use. The study concludes that code-switching is a valuable communicative strategy, potentially aiding in more inclusive and equitable education. The study recommends further research to explore the reasons behind the low frequency of code-switching usage and to identify barriers that may prevent its more widespread adoption. Additionally, professional development for teachers on effective code-switching strategies and the consideration of positive attitudes towards code-switching in educational policy development are suggested.



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