Code switching in Grade 11 students of UM Peñaplata College

Abstract

This study aimed to discover the code switching found in impromptu speeches of the Grade 11 students of UM Peñaplata College. Specifically, the study sought to determine and describe the common words used in code switching in the impromptu speeches of the Grade 11 students and to analyze the types and functions of the common words they code switched. Since there have been no studies related to CS in the Island Garden City of Samal, the researchers are urged to conduct this kind of research. In addition to this, the researchers also want to know the role of CS in the academe since English language proficiency is highly necessary especially in an English classroom. The participants of this study are from UM Peñaplata College, specifically the Grade 11 Senior High School students. Among the 78 respondents, there were 67 purposively selected which were subjected to Textual Analysis. Analysis revealed four most common code-switching words committed in impromptu speeches. These are ahm, ah, kanang, and ay. The types of these code-switching words are intersentential, intra-sentential, intra-word, and tag-switching. Also, the functions of these code-switched words are fillers, hesitations, discourse markers, literary translation, and repetition of words. With these, language educators should continuously find strategies to suit the ever-changing nature of the curriculum and handle the weakness evident in the teaching of the English language.

Code-Switching in English as a Second Language (ESL) Classroom Settings: A Strategy or a Problem?

“…In the language classroom, code-switching serves several purposes, including maintaining the flow of conversation and facilitating communication, assisting learners in understanding linguistic forms, maintaining learners' attention to lessons and encouraging engagement in activities, creating a social classroom environment, and establishing interpersonal relationships between teachers and learners. In more recent research, Fe Enriquez et al (2022) set out to investigate the different types and functions of the frequent phrases the participants codeswitched. The four most popular codeswitching terms in spontaneous presentations were discovered through analysis.…”

“…Most learners practice code-switching for reiteration, equivalence, floor holding, and conflict control (Hidayati, 2016;Jumal et al, 2019;Tabassum et al, 2020). Teachers, on the other hand, use code-switching to switch topics, translate, repeat, and clarify instructions, socialize, check for comprehension, emphasize a language element, draw inferences, build vocabulary, have class discussions about student tasks, provide feedback, and assist students in memorizing information (Memon & Altaf, 2016;Hidayati, 2016;Fachriyah, 2017;Tabassum et al, 2020;Enriquez et al, 2022). As a result, most teachers and students do not want to abandon this strategy and consider it a valuable tool in English learning (Gulzar, 2014).…”