ABSTRACT

Code-switching—the use of two or more languages within a single conversation—plays a vital role in language learning, classroom interaction, and student performance. This study examined the extent of code-switching in teaching and learning language subjects among 115 first-year students and 10 language teachers at SASTE during the first semester of A.Y. 2023–2024. Using a mixed-methods design, quantitative data were collected through questionnaires assessing participants’ profiles, extent of code-switching, and academic performance, while qualitative data from open-ended responses identified related challenges. Results showed that both students (mean = 3.18) and teachers (mean = 2.69) frequently used code-switching to enhance rapport, inclusivity, and comprehension, though less for second-language acquisition. No significant differences were observed across demographic or professional profiles. Students’ high academic performance (grades = 90–92) reflected positive outcomes linked to code-switching. Thematic analysis revealed challenges such as cognitive, linguistic, and cultural barriers for students and difficulties managing varied proficiencies for teachers. The study concludes that code-switching is a beneficial pedagogical strategy at SASTE and recommends training, cultural workshops, and active learning approaches to optimize its use.

Keywords: Code-switching, Language Education, Bilingualism, Student Performance, Teaching Strategies, Mixed methods, Socio-linguistic Dynamics.
https://doi.org/10.57180/bgxg8878