







































English Language Teaching Educational Journal (ELTEJ) 
Vol. 1, No. 3, 2018, pp. 115-133 
E-ISSN: 2621-6485  

  
 
 

Pedagogic Code-Switching: A Case Study of the  

Language Practices of Filipino Teachers in 

English Language Classrooms 

Benjamin Baguio Mangila 

 
School of Teacher Education, J.H. Cerilles Stage College, Philippine 

benman1586@gmail.com 

 
Abstract 

This study was conducted to primarily investigate the language practices of two bilingual Filipino 

teachers in English language classrooms. It made use of the qualitative case study guided by 

Hymes’ methodological approach of the ethnography of communication. The findings of this 

study revealed that teachers made use of code-switching in teaching and they code-switched for 

several pedagogic purposes. In sentential-level analysis, the results showed that several code-

switching acts were made by teachers in classroom discourse. Intra-sentential, inter-sentential, 

and intra-word code-switch types were most commonly used by teachers while extra-sentential 

code-switch was not used in their classroom discourses. In pedagogic-functional level analysis, 

the results revealed that the teachers frequently used code-switching mostly for instructional or 

content acquisition. The findings also showed that teachers sometimes code-switched for 

reformulation and facilitation but they rarely code-switched for language acquisition and habitual 

purposes. This study recommended that a similar study be conducted to gather sufficient data on 

class interactions through utilizing intensive classroom observations to deepen investigation on 

teachers’ language practices. Furthermore, it also recommended that other methods like 

interviews could also be done to gather teachers’ viewpoints about when and why they code-

switch and their attitudes toward their use of code-switching in second language classrooms. 

 

Keywords: code-switching, language practices, pedagogic functions, English language 

classrooms 

 

 

How to Cite: Mangila, B.B. (2018). Pedagogic code-switching: A case study of the language 

practices of Filipino teachers in English language classrooms. English Language Teaching 

Educational Journal, 1(3), 115-133. 

  

 

INTRODUCTION 

The Philippines is a Southeast Asian country with more than 170 different 

languages (Nolasco, 2008); having most of its citizens speaking three or more 

languages (Lewis, Simons, & Fennig, 2013). Such linguistic landscape is definitely 

favorable to bilingualism and multilingualism, and most Filipinos are believed to 

speak two or more languages equally well (Martin, 2014). Bilingualism, according 

to Li Wei (as cited in Martin, 2014), goes beyond the traditional notion of possessing 

mailto:benman1586@gmail.com


 
 
 

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two languages; it can also be taken to include the many people in the world who have 

varying degrees of proficiency in and interchangeably use three, four or even more 

languages. 

Among the languages which dominate Philippine society is English, which for 

the educated class may be regarded as functionally native (Kachru, 2005). However, 

it has been observed that among those who speak English in the country, code 

switching is common. Code switching is defined as “the alternation of two languages 

within a single discourse, sentence, or constituent” (Jamshidi & Navehebraim, 

2013). Thompson (2003) frequently observes this phenomenon in television 

advertisements, public interviews, radio shows, basketball commentaries, and other 

media sites and later describes the prevalent use of Tagalog and English code 

switching as “Taglish.” Bolton (2003) also argues that this preponderance of 

“Taglish” in Manila and in other provinces makes code switching ‘the unmarked 

code of choice’.   

Several studies on code switching in the Philippines have revealed that this 

linguistic phenomenon is practiced by various groups, with different purposes, and 

in various domains. These studies include Azores’ study on English and Tagalog 

elements in a biweekly newspaper; Bautista’s study on code switching on radio 

drama, broadcast, and email messages; Pascasio’s study on code switching in 

business; Chanco, Francisco, and Talamisan’s study on television hosts’ widespread 

use of code switching; and Dayag’s analysis on print advertisements (as cited in 

Martin, 2014). Code switching is definitely being utilized in various domains of 

Philippine society. 

In Philippine classroom discourse, code switching which is also known as 

pedagogic code switching or classroom code switching, has become a tricky issue 

because Filipino teachers are expected to only use English in teaching content 

courses like mathematics and science, in addition to English as prescribed by the 

Bilingual Education Policy (Martin, 2014). Pedagogic code-switching, as defined by 

Norrish (2007), is a switch between two or more linguistic codes to facilitate the 

acquisition and/or comprehension of a concept or metalinguistic element in the 

continual progression of the structured or unstructured learning event. Classroom 

code-switching, as defined by Lin (2008), specifically refers to the alternating use of 

more than one linguistic code in the classroom by any of the classroom participants 

such as teachers, students, teacher aide, etc. 

Still, Filipino researchers have documented the prevalent use of code 

switching in education, having positive contributions to learning outcomes. 

Borlongan (2009) found that most English language teachers code switched 

frequently, violating the ‘English only’ policy in English-dominated classrooms. 

Moreover, Asuncion (2010) found that switching to the mother tongue was the most 

frequently used strategy and argued that code switching should not be considered as 



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wrong or illegitimate as it somehow helps learners become communicatively 

competent bilingual members in the society. 

Code switching is not only the preferred mode of teaching in Philippine 

classrooms; it has also been found to have functional dimensions. Limoso (2002) 

reveals that code switching serves a number of educational objectives in a literature 

classroom as well as facilitates cooperation and understanding. Martin (2006) 

supports the claim that code switching promotes the educational goals of delivering 

content knowledge. Greggio and Gil (2007) stress that code switching can be a useful 

tool in assisting English language teaching and learning. Bullock and Toribio (2009) 

also claim that code switching fills linguistic gaps, express ethnic identity, and 

achieve particular discursive aims. 

Although several studies have been conducted on code switching in Philippine 

classrooms, specifically on the use of “Taglish” in the classroom, it has been found 

that very few or minimal studies have been undertaken on the widespread use of 

code switching in Bisaya or Cebuano, another Philippine language, and English, 

known as “Bislish or Ceblish”, in the classroom. For instance, the study of Abastillas 

(2015) only determined the divergence in Cebuano and English code switching 

practices in Cebuano speech communities in Central Philippines while Paculanang’s 

(2017) study only described the Cebuano pre-service teachers’ speech anxieties 

when they made use of code switching as a strategy in order to accommodate less 

proficient students in their classrooms. Thus, this study is significant as it contributes 

to the existing literature about code switching, particularly the use of “Bislish or 

Ceblish”, in English language classrooms. Furthermore, this study does not only 

make us aware of the teachers’ code switching patterns but it also deepens our 

understanding on the importance of code switching as a linguistic tool or scaffolding 

device in language teaching and learning. 

As bilingualism and multilingualism become common phenomena, it is 

important to understand patterns of language mixing and why they occur in the 

classrooms. Does a teacher code-switch in the classroom to communicate meaning, 

to learn new vocabulary, or to facilitate pupils’ better understanding? This is the 

primary question that propels an investigation in this study. 

 

Statement of the Problem 

 This qualitative research was conducted to investigate the language practices 

of two Filipino high school teachers during instruction in English language 

classrooms. Specifically, this study aimed to determine the types of code-switching 

commonly utilized by teachers in teaching as well as the pedagogical functions 

performed by these code-switching acts during classroom discourses. 

 

Theoretical Framework 

The primary theoretical framework considered in this study is Hymes’ 

ethnography of communication (Saville-Troike, 2003). It was chosen over other 



 
 
 

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theoretical frameworks for its marriage of etic and emic views of language and 

community practice, and because it enriches linguistic analysis through the 

development of models and theories of language in social interaction and through 

the use of background knowledge and description. The ethnography of 

communication allows language to be examined in a specific context, that is, the 

classroom. Thus, members of the class are the speech community; the speech 

situation is the lesson; and the speech event is the communication of particular lesson 

objectives, tasks, or activities enacted by the teacher through communication and 

response with the students. 

Hymes (as cited in Saville-Troike, 2003) emphasizes that language cannot be 

separated from "how" and "why" it is used. Thus, in examining the teachers' use of 

language in instructional practice, the overarching assumption being made (the 

"why") is that language is used for content-area instruction. The "how"— the use of 

codes in practice and the norms that govern each teacher's linguistic choice—is what 

was investigated in this study. The focus for this ethnography is both, to use Saville-

Troike's (2003) words, "particularistic and generalizing". Thus, it provides not only 

a description and interpretation of the communicative behavior of two bilingual 

content-area high school teachers in specific settings, that is, their classrooms, but 

also a framework for using codes as a scaffolding device. 

In the classroom context, code-switching appears to be used both by students 

and teachers (Borlongan, 2009). On one hand, teachers seem to effectively employ 

code-switching in their EFL curriculum as a tool in various language learning 

activities (Kasperczyk, 2005). A code-switching activity in pairs, for example, 

assists students in elucidating misunderstandings using their target language. When 

a partner code-switches during their discussion, the other partner speaks in their 

native language exemplifying the notion. In this type of an exercise, students are 

engaged in practicing and explaining concepts to each other (Kasperczyk, 2005). On 

the other hand, code-switching may also be used by teachers during teaching to 

introduce the meaning of concept words when introducing a new unit (Kasperczyk, 

2005). In this context, a student has to work on listening and comprehension in 

his/her target language. These are examples of code-switching being consciously 

employed as a teaching strategy. However, teachers’ use of code-switching is 

generally performed subconsciously (Mattson & Burenhult, 1999). Therefore, 

teachers might not always be aware of the functions and outcomes of the code-

switching process (Sert, 2005). This behavior seems to be automatic during their in-

class speech and according to Qing (2010), it is inevitable. Nevertheless, either 

conscious or subconscious, inevitable or not, code-switching necessarily serves 

some basic functions that may be beneficial in language learning environments 

(Qing, 2010).  



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There were two levels of analysis considered by the researcher in this study. 

In the sentence-level analysis, the researcher classified the teachers’ code-switching 

patterns as to their structural types: 1) Inter-sentential code-switching which takes 

place between sentences, i.e. the switch occurs at a clause or sentence boundary 

where each clause or sentence is in a different language; 2) Intra-sentential code 

switching, in which the shift is done in the middle of a sentence, with no 

interruptions, hesitations or pauses indicating a shift; 3) Intra-word code-switching 

which occurs within a word itself like at a morpheme boundary; and 4) Extra-

sentential code-switching (tag) which involves inserting a tag in one language to an 

utterance which is otherwise in another language. 

In the pedagogic-functional level analysis, the researcher considered the five 

conceptualized categories which emerged as dominant and were expanded from 

Merrit, Cleghorn, Abagi and Bunyi's four types of classroom-based code-switching 

and Guthrie's (1982) coding, which was an adaptation of Dore's (1977) 

conversational acts. The five types of pedagogic code-switching functions 

considered in this study include: 1) Instructional for content acquisition which is 

coded when the switch takes place during the content instructional learning events 

and occurs without repetition or disruption of the content material; 2) Reformulation 

is an instructional strategy whereby the teacher either checks for comprehension by 

concurrently translating a text or speech, or initiates student translation; 3) 

Instructional for language acquisition takes place when content instruction is 

supplemented or suspended for linguistic reasons; 4) Coding for facilitation occurs 

when the switch takes place during the teacher's discourse where the teacher's role 

switches from content or language instructor to a facilitator; and 5) Coding for 

habitual switching includes idiosyncratic lexicon, discourse markers, and 

international participles prevalent in each of the teachers' speech patterns. 

 

RESEARCH METHOD 

Research Design 

This study made use of the qualitative case study method which was guided 

by Hymes’ methodological approach of the ethnography of communication. In this 

approach, Hymes (as cited in Saville-Troike, 2003) emphasizes that language, 

particularly its linguistic form, cannot be separated from how and why it is used. 

Thus, to understand a language and its patterns of use, one must consider it within 

its contextualization of practice – or rather the social and cultural contextualization 

in which it is embedded in a speech community. Duranti (2001) cites three building 

blocks of Hymes's approach: (1) ethnographic methods of inquiry; (2) the 

communicative event as the unit of analysis; as well as (3) the introduction of a 

framework for identifying the event. Ethnographic methods of inquiry, including 

participant observation, are thus methodological tools in understanding the 

contextualization of a communicative event. Communicative events can be defined 

as "a unified set of components throughout, beginning with the same general topic, 

https://en.wikipedia.org/wiki/Morpheme


 
 
 

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and involving the same participants, generally using the same tone or key and the 

same rules for interaction, in the same setting" (Hymes, as cited in Saville-Troike, 

2003). 

 

Research Setting 

This study was conducted in the High School Department of the Josefina H. 

Cerilles State College-Dumingag Campus, Dumingag, Zamboanga del Sur, 

Philippines during the School Year 2016-2017. Two secondary classrooms were 

selected by the researcher as sites in this study. The first classroom was occupied by 

grade 7 students while the second classroom was occupied by grade 9 students. Both 

classrooms were concrete but slightly old as they were constructed few decades ago. 

Although the students in these classrooms were culturally and linguistically diverse, 

all of them could speak and understand Cebuano/Bisaya while a few of them could 

speak other languages like Subanen, Ilonggo, Ilokano, among others. 

 

Respondents of the Study 

The respondents involved in this study were the two (2) Filipino teachers who 

were teaching the English subject in the high school department of J.H. Cerilles State 

College-Dumingag Campus, Dumingag, Zamboanga del Sur, Philippines. These 

teachers were purposely selected based on the following criteria: 1) their area of 

specialization was English; and 2) had been teaching high school students.  

 

Ethical Considerations 

To ensure compliance with existing ethical standards in conducting research, 

informed consent was accomplished first by the respondents involved in this study. 

Before accomplishing the consent form, the researcher explained thoroughly to the 

respondents their rights, including their participation and its termination when they 

feel the process becomes biased or unfavorable on their part. Furthermore, specific 

codes were also assigned to each of the respondents instead of using their real names 

to ensure their privacy as individuals. 

 

Data Collection 

The researcher set an appointment first with the respondents to finally agree 

on the specifics of the classroom observations to be conducted. After the consensus 

was reached, the researcher then conducted recorded classroom observations in order 

to properly document the conversations made between teachers and students during 

their classes as well as the code-switching acts that were made by teachers while 

teaching. After the said classroom observations, the researcher then carefully 

transcribed the recorded conversations and reviewed them to confirm that no parts 

of conversations were missing.  



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Data Analysis 

After the transcriptions of the recorded classroom discourses were made, the 

researcher took some excerpts which contained code-switching patterns and then 

made use of content analysis as a method in analyzing and classifying the code-

switching patterns as to intra-sentential, inter-sentential, intra-word, and extra-

sentential. Meanwhile, to ascertain the pedagogic functions of the teacher’s code-

switching patterns, the coding used by the researcher was based on Guthrie's (1982) 

coding on conversational acts as well as Merrit, Cleghorn, Abagi and Bunyi's (1992) 

types of classroom based code-switching. However, the actual decision-making 

process that was used by the researcher to determine each instance of the categories 

was derived from Gumperz (1982) and Levinson's (2003) description of 

conversational inference. 

 

FINDINGS AND DISCUSSION 

Teachers’ Code Switching Acts and Their Pedagogic Functions  

 An in-depth analysis was made by the researcher on the transcripts of the in-

class observations conducted to determine the types as well as the pedagogic 

functions of the teachers’ code-switching acts made in the classroom. Based on the 

analysis made, it is clearly revealed that both English teachers code-switched in 

teaching and they code-switched because of several pedagogic purposes. The 

following discussions made on the excerpts taken from the transcripts of the 

classroom observations present the types of the teachers’ code-switching acts and 

their pedagogic functions. 

 

Excerpt 1 

 

Teacher 1:  Yes, teenagers nowadays. Now, what does the poem imply? 

What do you understand about the poem? What is the 

general thought of the poem? Unsay inyong nasabtan sa 

tula? [What do you understand in the poem?] Unsa siya? 

[What is it?] Unsay kahulugan sa [What is the meaning of 

the] rose in the poem?  

 

 The first excerpt presented above clearly shows several code-switching acts 

committed by the first English teacher while teaching the students. In this case, both 

the inter-sentential and intra-sentential code-switch types were made by the teacher 

when she was repeatedly asking her students about what they really understand in 

the poem she had earlier presented. Inter-sentential code-switch, for instance, was 

committed by the teacher for two times during her classroom discourse as indicated 

by the two sentences written in red. Meanwhile, intra-sentential code-switch was 



 
 
 

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committed only once by the teacher while teaching the class as shown by the phrase 

written in blue. 

The given excerpt also shows that reformulation is the pedagogic function 

performed by the code-switching acts committed by the teacher during the class 

discourse. Reformulation was performed by the teacher’s code-switching acts in this 

example because the teacher made concurrent translations of the questions she had 

previously asked in English after she had noticed that no feedback was given by the 

students after asking those questions to them. Here, the teacher decided to code-

switch and made use of reformulation as her strategy so that she could effectively 

check her students’ understanding on the given poem as well as make the lesson 

more comprehensible to her students. The foregoing finding supports one of the 

findings made by Le Van Canh’s (2011) study which reveals that teachers tended to 

use English first and then translate the message into Vietnamese as they believed 

that such code switching is needed to help less proficient students to understand a 

particular lesson. 

 

Excerpt 2 

 

Teacher 1:  Yes, the poem here implies that we must gather or take the 

opportunities nga gi-offer sa ato [that are offered to us]. 

While we’re young, we should take those opportunities. 

Kay kun tigulang nata [if we are already old], we cannot 

take those opportunities. Unsay kinaiya sa tigulang? [What 

are the characteristics of the old?] Dali na ka magkasakit. 
[You easily get sick] If ang [the] opportunity kay giingnan 

ka nga [you were told that] you have to go to America karon 

dayon, [right now] would you take the opportunity? Would 

you take that?  

 

 The second excerpt shows that the teacher also committed several code-

switching acts as she was having the classroom discourse. In this excerpt, for 

instance, three code-switch types were used by the teacher when she was telling to 

the students about what the poem implies in general. First, inter-sentential code-

switch was made by the teacher for two times while teaching as indicated by the two 

sentences written in red. Second, intra-sentential code-switch was committed for 

three times as shown in some words and phrases written in blue. Finally, intra-word 

code-switch (a switch made within a word) was used only once by the teacher as 

indicated by the single word written in green. 

The given excerpt reveals that instructional for content acquisition is the 

pedagogic function performed by the code-switching acts made by the teacher during 



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the instruction. Instructional for content acquisition was the function performed by 

the teacher’s code-switching acts in this case because the teacher simultaneously 

used two languages, English and Bisaya, in explaining thoroughly about what the 

poem generally implies as well as in providing practical and familiar situations to 

the students so that they could understand better the lesson being taught. Helping her 

students to easily acquire the content of the lesson was the primary purpose of the 

teacher on why she made use of code-switching while teaching the whole class. 

Furthermore, the preceding result strongly supports one of the findings of Kieu Hang 

Kim Anh (2010) that teachers often used the Vietnamese language in teaching 

concepts in the English subject through providing more examples and reinforcements 

in order to help students easily understand the concepts being taught to them. 

 

Excerpt 3 

 

Teacher 1:  We should take it because pananglitan, [for example] dli na 

siya mausab, [it would not happen again] as what the saying 

says, “Opportunity knocks once.” Dili na na siya mobalik 

or mo-knock nimo. [It would not come again, or knock at 

you] Naa pay laing maabot [Others still come] but kato nga 

[that] opportunity nga gi-offer sa imoha dili nato siya 

mobalik. [that was offered to you, it would no longer come 

back]  

 

Just like the other excerpts presented, this excerpt also shows several code-

switching acts committed by the teacher within the same utterance while having her 

classroom discourse. As clearly shown, three code-switches were also made by the 

teacher as she was having the class.  Intra-sentential code-switch was the most 

frequently used by the teacher as it occurred three times in the same utterance as 

indicated by the words and phrases written in blue. Inter-sentential code-switch, on 

the other hand, was also frequently used as it occurred two times in the given 

utterance as shown by the two independent clauses written in red. Intra-word code-

switch was often used by the teacher as it appeared twice as indicated by the two 

words written in green. 

In this given excerpt, it clearly shows that instructional for content 

acquisition is also the pedagogic function which was performed by the code-

switching acts that were made by the teacher while teaching the students. This 

pedagogic function was used in this extract because the teacher also made frequent 

and simultaneous switches between the two languages, English and Bisaya, in 

explaining thoroughly the content of the lesson to the students. Furthermore, the 

teacher made use of these code-switches because she really wanted to help her 

students understand better the lesson. Moreover, the given result supports the finding 

of another study conducted by Liu, Ahn, Baek, and Han (2004) that high school 



 
 
 

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teachers used Korean more frequently than English particularly in giving background 

information as well as highlighting important information to aid students in 

understanding the lesson being taught. 

 

Excerpt 4 

 

Teacher 1:  Okay, because she misses her father. So, there is an 

opportunity like that. Nag-sorry iyang papa sa iyaha. [Her 

father said sorry to her] We should not reject that. Dapat 

atong gi-accept to siya. [We should have accepted that] Mo-

feel ta ug [We feel] guilty kay nangayo na ug pasaylo iya 
papa. [because her father had already asked forgiveness] 

Dayon, dili nato pasayloon. [Then, we would not forgive] 

Dapat pasayloon kay ginikanan man nato siya. [We should 

forgive him because he is our parent]  Kun wala pud ato 

mga ginikanan, wala pud ta.  [If our parents are not there, 

then we will not also be here]  

 

Similar to other previous examples, the fourth excerpt shows that the teacher 

had committed several code-switching acts while teaching her students. As 

presented, three code-switch types were used by the teacher as she was explaining 

to the students about the importance of grabbing the opportunities that come to one’s 

life. In this excerpt, intra-sentential code-switch appeared three times as indicated 

by the phrases written in blue. Meanwhile, inter-sentential code-switch also 

occurred for three times as shown by the three sentences written in red. Intra-word 

code-switch also appeared three times as clearly indicated by the three words written 

in green. 

Moreover, the given excerpt shows that instructional for content acquisition 

is the pedagogic function performed by the code-switching acts made by the teacher 

during instruction. This pedagogic function was identified in this case because the 

teacher made simultaneous code-switches from English to Bisaya in explaining 

thoroughly to the students the lesson about the importance of taking the opportunities 

in life and forgiving other people. The use of code-switching in this situation was 

made by the teacher because she aimed to promote students’ understanding of the 

lesson being taught. The foregoing result supports one of the major findings of 

Susanti’s (2010) case study that teachers often code switched during classroom 

instructions to emphasize as well as clarify some important points to help students 

effectively understand the lesson or topic they are teaching.   

 

   



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Excerpt 5 

 

Teacher 1:  If someone offers or gives you an opportunity, bisag unsa-

unsa, [whatever it is] basta kaayohan lang, [only for our 

welfare] dapat i-grab to nimo nga [we should grab that] 

opportunity.  

The fifth excerpt presented above shows that the teacher had committed few 

code-switching acts within the same utterance. In this case, two code-switch types 

were made by the teacher when she was telling to her students about the importance 

of grabbing only the good opportunities that come to one’s life. Intra-sentential 

code-switch, for instance, occurred many times as indicated by phrases written in 

blue as it was observed that the teacher made frequent shifts on her use of the two 

languages, English and Bisaya, while talking. Meanwhile, intra-word code-switch 

only appeared once as it was rarely used by the teacher in teaching as shown by the 

word written in green. 

Similar to other excerpts provided, instructional for content acquisition is 

also the pedagogic function performed by the code-switching acts committed by the 

teacher in this case. In this example, the teacher made simultaneous switches from 

English to Bisaya in sharing her personal viewpoints about grabbing some 

opportunities that would come to one’s life. This example also reveals that the 

teacher used code-switching as her teaching strategy because she believed that the 

use of a more familiar language in teaching would contribute to students’ better 

understanding of the lesson. Furthermore, the given result supports another finding 

disclosed by Then and Ting (2011) that Malaysian teachers frequently used code 

switching, particularly the Malay language, in explaining the content in order to ensure 

students’ comprehension. 

 

Excerpt 6 

 

Teacher 1:  The worm symbolizes problems. This line tells that if naa 

tay problema, [have problem] i-take nato ang problema, 

[we should take the problem] then dili ta mag-control sa 

problema, mao nay modaot sa atoa. [if we cannot control 

this problem, then it will destroy us] Kindly read the last 

line.  

 

The sixth excerpt presented above also shows several code-switching acts 

committed by the teacher while teaching a particular lesson to the class. Two code-

switch types, intra-sentential and intra-word, were made by the teacher when she 

was explaining to the students what do worms symbolize in the given poem. In the 

given excerpt, intra-sentential code-switch appeared many times as indicated by 



 
 
 

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some phrases written in blue. Meanwhile, intra-word code-switch type was 

committed by the teacher for two times as shown by the words written in green.  

In this excerpt, instructional for content acquisition is also the pedagogic 

function performed by the code-switching acts made by the teacher while discussing 

the lesson. This pedagogic function was used in this classroom situation because the 

teacher made frequent and simultaneous code-switches between two languages, 

English and Bisaya, in emphasizing a particular part of the lesson to her class. In this 

example, the teacher also made use of code-switching as her instructional strategy to 

ensure that the students would better understand the lesson being taught. Moreover, 

the foregoing result confirms one of the findings made by Martin (2014) in her study 

that Filipino high school teachers often make conscious efforts to effectively connect 

to their students using the language the students are most comfortable with.   

 

Excerpt 7 

 

Teacher 1:  I will give these materials to you. Be fast in making your 

haiku. Kung sayo mo mahuman, sayo ta manguli. [If you 

end early, then we can go home early] All right, kindly start 

now.   

 

The seventh excerpt presented above contains only one code-switching act 

made by the teacher while having her discourse in the classroom. In this excerpt, 

inter-sentential code-switch was only committed by the teacher when she was 

telling her students to accomplish immediately the given activity so that she could 

dismiss the class early.  

The given excerpt shows that facilitation is the other pedagogic function 

performed by the code-switching act made by the teacher while teaching the class. 

Facilitation is the function performed by the teacher’s code-switching act because 

in this excerpt, the role of the teacher switches from being of a content or a language 

instructor to that of being a facilitator in the classroom. In this case, the teacher had 

decided to make use of code-switching during the classroom discourse as it was part 

of the classroom routines and management where instructions or directives were 

given by the teacher to the students in a more familiar language like Bisaya instead 

of the English language in order to facilitate the students’ active participation in the 

class. The foregoing finding also strongly supports another major finding of Martin 

(2014) that Filipino teachers often used code switching to ensure students’ active 

participation not only during the class discussions but also in accomplishing certain 

activities in the classroom. 

 

 



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Excerpt 8 

 

Teacher 2:  Okay! Yes, it’s sabong sa manok. [cock fight] All right! Do 

you want to know the story behind this picture?  

 

The eight excerpt presented above shows the code-switching act made by the 

second English teacher while teaching her students. In this excerpt, intra-sentential 

code-switch was used by the teacher when she was reinforcing the answer given by 

the student on the question she had previously asked about what they think regarding 

the event shown by the picture posted on the board. 

Just like the other excerpts previously given, instructional for content 

acquisition is also the pedagogic function performed by the code-switching act made 

by the teacher while teaching. In this case, the teacher was observed to 

simultaneously switch codes during her classroom discourse to help her students 

make connections between what is presented in the motivation and the lesson to be 

learned. The teacher also used code-switching as an instructional strategy in 

reinforcing her student’s answer to the question as this is seen useful not only in 

arousing the students’ interests but also in ensuring their understanding of the lesson. 

Moreover, the preceding finding confirms another finding made by Ahmad and 

Jussof (2009) that teachers code switch to encourage response from the students as 

well as to support language learning.    

 

Excerpt 9 

 

Teacher 2:  What is the author’s purpose in writing the story? What do 

you think is the author’s purpose in writing it? Unsa may 

tumong nga gisulat ang istorya? [What is the purpose of 

writing the story?]  

 

The ninth excerpt presented above shows the other code-switching act 

committed by the second English teacher during her classroom discourse. Inter-

sentential code-switch was made by the teacher in this excerpt when she was 

repeatedly asking the students about the purpose of the author, Francisco Soc 

Rodrigo, in writing the story “Sa Pula, Sa Puti”. In this excerpt, the teacher was 

observed asking the same question in English for two times but she didn’t receive 

any feedback from the students. Later, she shifted to Bisaya when asking the same 

question for the third time so that she could elicit the desired response from her 

students. 

Moreover, the given excerpt shows that reformulation is the pedagogic 

function performed by the code-switching act made by the teacher. Reformulation 

was specifically used in this case because the teacher made a concurrent translation 

of the question she had previously asked in English. In this case, reformulation 



 
 
 

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became the teacher’s instructional strategy after she noticed that no feedback was 

given by the students after asking the same question twice in English. The teacher’s 

aim of using reformulation as an instructional strategy during the class discussion 

was not only to gain the desired feedback from the students but also to check their 

understanding of the given poem. The foregoing result also supports another major 

finding made by Susanti (2010) that teachers used code switching most frequently in 

their classroom teaching for reiteration in order to aid students’ understanding of the 

lesson.       

 

Excerpt 10 

 
Teacher 2:  Yes, the author’s purpose in writing the story is that he 

wants to tell nga ang sugal dili maayo [that gambling is not 

good] and it does not help our living to be better. Now, what 

if Kulas won the fight when he cheated and bet on his 

opponent’s cock? What do you think would happen? Would 

he stop to gamble if he had won the fight?  

 

The last excerpt presented above shows the other code-switching act made by 

the English teacher while teaching. In this excerpt, intra-sentential code-switch was 

used by the teacher when she agreed to the answer given by the student and then 

shared to the whole class about the real purpose of the author in writing the story. It 

could be observed that the teacher started her statement first in English but then code-

switched when she emphasized the answer previously given by the student. 

The given excerpt also shows that instructional for content acquisition is the 

pedagogic function performed by the code-switching act committed by the teacher 

while having the classroom discourse. This function was used in this case because 

the teacher simultaneously code-switched from English to Bisaya when she was 

emphasizing to the students a particular content of the lesson. This code-switching 

act was intently done by the teacher not only to reinforce the student’s answer but 

also to help the students easily comprehend the lesson being taught. Furthermore, 

the given result supports one of the claims of Coulmas (2005) that code switching is 

used by teachers in providing some explanations in order to help their students learn 

effectively. 

 

CONCLUSION 

Code-switching is a common language practice of both English teachers 

during classroom instructions and they make use of code-switching as an 

instructional strategy for several pedagogic purposes. In the sentential-level analysis, 

several code-switching acts are made by the first English teacher within the same 



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129 

utterance while the second teacher rarely code-switches during her discourse in the 

classroom. Intra-sentential, inter-sentential, and intra-word code-switch types are 

commonly used by the teachers while extra-sentential (tag) code-switch is not used 

by both English teachers. In the pedagogic-functional level analysis, teachers 

frequently use code-switching during the classroom discourses mostly for 

instructional for content acquisition which is similar to the findings revealed by the 

previous studies of Liu, Ahn, Baek, and Han (2004), Ahmad and Jussof (2009), Kieu 

Hang Kim Anh (2010), Susanti (2010), Then and Ting (2011), and Martin (2014). 

The foregoing result clearly indicates that teachers usually act as a linguistic bridge 

between the lessons to be taught and learned and their English language learners. 

Teachers sometimes use code-switching in teaching for reformulation and 

facilitation but they rarely use code-switching for language acquisition and habitual 

purposes. Furthermore, code-switching is used by teachers not only as a 

communicative device (Adendorf, 1996; Myers-Scotton, 1995) and an instrument to 

enhance discourse such as emphasizing a point (Gal, 1979) and mitigating a message 

(Koziol, 2000), but also, most importantly, as a scaffolding device that effectively 

facilitates and optimizes students’ learning in culturally and linguistically diverse 

classrooms (Lin, 2008). 

 

Recommendations 

This study recommends that a similar study be conducted to collect sufficient 

data on class interactions through utilizing intensive classroom observations to 

deepen the investigation on the language practices of the English teachers during the 

classroom discourses. Moreover, it also recommends that other methods like surveys 

and interviews with the teachers can also be undertaken to gather their viewpoints 

about when and why they code-switch during instruction as well as their attitudes 

toward their use of code-switching in the second language classrooms. 

 

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