Argument Report Alona Ortiz

The use of code-switching, the practice of alternating between two or more languages
within a conversation (Hymes, 1974), has sparked a significant debate within the context of
Philippine education. Some argue that code-switching is necessary for effective
communication and learning which navigate diverse linguistic contexts and enhancing
students' understanding. Meanwhile, others contend that code-switching may hinder language
proficiency development and pose risks to cultural preservation. While code-switching in
Philippine education offers advantages, it can also have negative consequences. To strike a
balance, combining code-switching with targeted language instruction and cultural
appreciation can be implemented.
One significant advantage of code-switching is its role in facilitating effective
communication. Code-switching is employed to convey various social and rhetorical
implications (Ariffin & Rafik-Galea, 2019). According to Myers-Scotton (1995), the decision
to use a particular language goes beyond simply selecting words and encompasses the
utilization of "discourse strategies." In other words, these language choices serve to achieve
the speaker's intentions rather than solely conveying referential meaning.
Another advantage of code-switching is it contributions to linguistic flexibility and
adaptability. By practicing code-switching, students develop the ability to navigate diverse
linguistic contexts, which is especially valuable in a linguistically diverse country like the
Philippines. Proficiency in code-switching equips students with essential skills to meet future
language-related challenges in an increasingly globalized world (Kemaloglu & Ozata, 2020).
Furthermore, code-swtching aids understanding for students with limited English
proficiency (Ahmad & Jusoff , 2009). This was agreed by Nichols and Colon (2000) as
according to their viewpoint, incorporating the students' native language in the classroom
serves as a valuable asset within an academic environment. They added that this approach
helps to bridge the educational disparities encountered by second language learners. As
stated by Modupeola (2013) when individuals engage in code-switching, their confidence to
attempt new things increases as their fear of speaking fluently and accurately diminishes.
In addition, code-switching promotes a stimulating atmosphere in the classroom
which later on fosters learners' enthusiasm to learn. The utilization of code-switching in
educational settings significantly contributes to establishing a relaxed and stress-free
environment Krashen (1981), Abad (2010), and Badrul Hisham (2009).
On the other hand, code-switching gives rise to a series of disadvantages. The first
one is its potential impact on language proficiency development. Over-reliance on code-
switching can impede the mastery of both the primary language and the language of
instruction (Wijaya et al., 2020). Cheng and Butler (1989) agreed upon stating that excessive
use of code-switching limits opportunities for students to fully immerse themselves in the
target language, hindering linguistic growth and fluency.
MacSwan (2016) added that academic performance can also be affected when
students heavily rely on codes-witching. Subjects that require strong language skills, like
reading, writing, and critical analysis, may present challenges for students who lack
sufficient exposure to the language of instruction. Inadequate comprehension and limited
ability to express oneself effectively can result in lower academic achievement.
Another concern is the potential erosion of indigenous languages and dialects.
According to Hakuta (1986), a frequent code-switching use can contribute to the
marginalization and further decline of these languages over time. This loss of cultural
heritage poses a significant challenge to preserving the rich linguistic and cultural tapestry of
the Philippines.
To address the mentioned challenges associated with code-switching, a balanced
approach is essential. One solution is to provide targeted language instruction in both the
primary language and the language of instruction. As stated by Bernardo (2005), this
 Argument Report Alona Ortiz

approach enables students to develop proficiency in both languages while maintaining their
cultural identity. Language classes that specifically focus on the language of instruction can
help students improve their language skills which can reduce the need for excessive code-
switching.
Implementing bilingual education programs offers another alternative. These
programs can incorporate the local languages of students into the curriculum, striking a
balance between code-switching and language development. By integrating local languages
into various subjects, students can learn academic content while simultaneously preserving
their cultural heritage (Burton, 2013).
Furthermore, cultural appreciation initiatives can address the challenge of cultural
erosion. Educational institutions can incorporate local literature, music, art, and traditions
into the curriculum, fostering a sense of pride and connection to students' cultural roots
(Maffi & Woodley, 2010). By valuing and preserving indigenous languages and cultural
practices, code-switching can serve as a tool for cultural preservation rather than dilution.
As what was mentioned, code-switching in Philippine education presents both
advantages and disadvantages. Striking a balance is important to ensure effective language
acquisition, academic performance, and cultural preservation. Educators should adopt a
strategic approach to code-switching. By addressing the challenges associated with code-
switching, Philippine education can cultivate well-rounded individuals who are not only
academically competent but also deeply connected to their cultural heritage.

References

Abad, L. S. (2010). An Analysis of Teachers' and Students' Perceptions of Codeswitching in

Teaching Science and Mathematics in a Philippine Private High School. Journal of Asia

TEFL, 7(1).

Ahmad, B. H., & Jusoff, K. (2009). Teachers’ Code-Switching in Classroom Instructions for Low

English Proficient Learners. English Language Teaching, 2(2).

https://doi.org/10.5539/elt.v2n2p49

Ariffin, K., & Rafik-Galea, S. (2019). Code-switching as a Communication Device in Conversation.

Language & Society Newsletter, 5(9), 1–19.

Badrul Hisham Ahmad (2009). Teachers‟ Code-Switching in Classroom Instructions for Low

English Proficient Learners. English Language Teaching Journal, 2(2).

Bernardo, A. B. (2005). Bilingual code-switching as a resource for learning and teaching:

Alternative reflections on the language and education issue in the Philippines. Linguistics
 Argument Report Alona Ortiz

and language education in the Philippines and beyond: A Festschrift in honor of Ma.

Lourdes S. Bautista, 151-169.

Burton, L. A. (2013). Mother Tongue-Based Multilingual Education in the Philippines: Studying

Top-Down Policy Implementation from the Bottom Up (pp. 99–112) [Undergraduate

Dissertation].

Cheng, L. R., & Butler, K. (1989). Code‐switching: A natural phenomenon vs language deficiency.

World Englishes, 8(3), 293-309.

KEMALOĞLU ER, E., & ÖZATA, H. (2020). Codeswitching in group work in EFL classes. Dil ve

Dilbilimi Çalışmaları Dergisi, 16(3), 1443–1457. https://doi.org/10.17263/jlls.803847

Kenji Hakuta. (1986). Mirror Of Language. New York : Basic Books.

Krashen, S. (1981). Second language acquisition and second language learning [book online]

Maffi, L., & Woodley, E. (2010). Biocultural diversity conservation : a global sourcebook. London

Earthscan.

MacSwan, J. (2016). Code-switching in adulthood.

Modupeola, O. (2013). Code- Switching as a teaching strategy: Implication for English Language

teaching and learning in a multilingual society. IOSR Journal of Humanities and Social

Science, 14(3), 92–94. https://doi.org/10.9790/1959-1439294

MYERS SCOTTON, C. (1983). The negotiation of identities in conversation: a theory of

markedness and code choice. International Journal of the Sociology of Language, 1983(44).

https://doi.org/10.1515/ijsl.1983.44.115

Nichols, P. C., & Colon, M. (2000). Spanish Literacy and the Academic Success of Latino High

School Students: Codeswitching as a Classroom Resource1. Foreign Language Annals, 33(5),

498–511. https://doi.org/10.1111/j.1944-9720.2000.tb01994.x
 Argument Report Alona Ortiz

Wijaya, K. F., Nisensius Mety, N., & Bram, B. (2020). English Education Master’s Program

Students’ Perceptions on the Use of Code-Switching in EFL Classroom Context . Journal

English Teaching, 6(1), 5–9. https://doi.org/10.33541/jet.v6i1.1336