Studies on code-switching in the Philippines have shown that it is practiced by a variety of

groups across a range of industries and areas, and for a variety of reasons. Code is used in many
facets of Philippine society, such as the study conducted by Azores on English and Tagalog in a
biweekly, the study conducted by Bautista on code-switching in email messages and radio
drama, the study conducted by Chanco and Francisco on television hosts' use of code, and the
analysis conducted by Dayag on print (as cited in Martin, 2014).

In classroom discourse, code which is also known as code or code-switching, has become a
tricky issue because teachers are expected to only use English in teaching content courses like
science, into English as by the Education Policy (Martin, 2014), as defined by Norrish (2007)is a
switch between two or more linguistic codes to facilitate the and/or of a concept or
metalinguistic element in the continual of the structured or learning event. , as defined by Lin
(2008)specifically refers to the alternating use of more than one linguistic code by any of the
classroom participants such as students, teacher aides, etc.

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
several 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, expresses ethnic identity, and achieves 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 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 not only makes us aware of the teachers' code-switching patterns but
also deepens our understanding of the importance of code-switching as a linguistic tool or
scaffolding device in language teaching and learning.
Code switching can occur quite frequently in an informal conversation among
people who are familiar and have a shared educational, ethnic, and socioeconomic
background. It is avoided in a formal speech situation among people especcially to
those who have little in common factors in terms of social status, language loyalty,
and formality. (Hoffman, 1991 : 113). The writer belives that, code switching often
occurs in informal conversations between people who have the same educational,
ethnic and socioeconomic background. This is avoided in formal situations and
people who do not have the same background.

Ayon kay Hoffman (1991:113) ang code switching ay maaaring mangyari nang madalas sa isang
impormal na pag-uusap ng mga taong pamilyar at may magkaparehong edukasyon, etniko, at
socioeconomic background. Iniiwasan ito sa isang pormal na sitwasyon sa pagsasalita sa mga
tao lalo na sa yaong mga may maliit na pagkakapareho sa mga tuntunin ng katayuan sa lipunan,
katapatan sa wika, at pormalidad. Naniniwala ang manunulat na madalas ang code switching na
nangyayari sa mga impormal na pag-uusap sa pagitan ng mga taong may parehong edukasyon,
etniko at socioeconomic background.
Post-colonial Philippines has witnessed the impact of American colonization. It is made more
noticeable with the Filipinos’ everyday linguistic activity in the form of
code switching. Despite this widespread use, pessimistic attitudes toward the language of the
colonizers still surface for some Filipinos. For that reason, research about Filipino teachers and
students’ attitudes and perspectives toward code switching were conducted. A study by Durano
(2009) investigated 280 high school students from Ormoc city (140 from private institutions and
140 from public schools) concerning their sentiment on using the English language and Filipino-
English code-switching. The participants answered a 10-item questionnaire. From their answers,
the researcher came to the conclusion that students generally have a positive attitude toward
English but that public students have more positivity toward Filipino-English switching than
private school students who fall in a neutral perspective. Furthermore, she was able to draw
out reasons from the respondents regarding their positivity (a. for education, employment b.
communication, c. impression) negativity (a. Ethno-linguistic threat b.communication
breakdown c. boastful assertion) and neutrality (culture and habit)toward language switching
(Durano, 2009 p. 32-36).

In a similar study, Valerio also identified the same positive opinion as that of the previous
research. Additionally, she was able to deduce that the positivity emulated by her respondents
is independent of gender, cultural, and educational background. One of the most important
reasons why the students are in favor of Filipino-English and viceversa switching is that using it
could heighten the chances of an improved performance in communication (Valerio, 2015).

The first two researches concentrated on a generic use of code-switching in the school. On the
contrary, the next two studies examine language switching in a more specific classroom context.
Abad (2010) for example, analyzed teachers’ and students’ perception of the use of code-
switching during Science and Mathematics instruction. Her study revealed that both students
and teachers are in favour of using code switching in instances where needed. Subjects
which are labelled to have an“English Only” environment (i.e English, Political Science) do not
disdain its use.Calda (2013), observed political science students and were asked whether they ar
eaware in their spontaneous use of code switching with their conversation
betweeninstructors and fellow students. Accordingly, 86% of them were not aware ontheir
actual usage of code switching in their speech.
Nasaksihan ng post-kolonyal na Pilipinas ang epekto ng kolonisasyon ng mga Amerikano. Ito ay
mas nagiging kapansin-pansin sa pang-araw-araw na gawaing pangwika ng mga Pilipino sa anyo
ng code-switching. Sa kabila ng malawakang paggamit na ito, lumalabas pa rin sa ilang Pilipino
ang mga pesimistikong saloobin sa wika ng mga kolonisador. Dahil dito, isinagawa ang
pananaliksik tungkol sa mga saloobin at pananaw ng mga guro at estudyante sa Filipino tungo sa
code-switching. Ang isang pag-aaral ni Durano (2009) ay nag-imbestiga sa 280 high school
students mula sa Ormoc City (140 mula sa mga pribadong institusyon at 140 mula sa mga
pampublikong paaralan) tungkol sa kanilang mga sentimyento sa paggamit ng wikang Ingles at
Filipino-English code-switching. Sinagot ng mga kalahok ang isang 10-item na talatanungan.
Mula sa kanilang mga sagot, napagpasyahan ng mananaliksik na ang mga mag-aaral sa
pangkalahatan ay may positibong saloobin sa Ingles ngunit ang mga pampublikong mag-aaral ay
may higit na positibo sa paglipat ng Filipino-Ingles kaysa sa mga mag-aaral sa pribadong
paaralan na nasa neutral na pananaw. Higit pa rito, nakapaglabas siya ng mga dahilan mula sa
mga respondente tungkol sa kanilang pagiging positibo (a. para sa edukasyon at trabaho; b.
komunikasyon; c. impression); negatibiti (a. etno-linguistic threat; b. communication
breakdown; c. boastful assertion); at neutralidad (kultura at ugali) tungo sa paglipat ng wika
(Durano, 2009, p. 32–36).

Sa isang katulad na pag-aaral, tinukoy din ni Valerio ang parehong positibong opinyon tulad ng
sa nakaraang pananaliksik. Bukod pa rito, nalaman niya na ang pagiging positibo ng kanyang
mga respondente ay hindi nakasalalay sa kasarian, kultura, at background sa edukasyon. Isa sa
mga pinakamahalagang dahilan kung bakit pabor ang mga mag-aaral sa Filipino-English at vice
versa switching ay ang paggamit nito ay maaaring tumaas ang pagkakataon na mapabuti ang
pagganap ng komunikasyon (Valerio, 2015).

Ang unang dalawang pag-aaral ay nakatuon sa isang generic na paggamit ng code-switching sa

paaralan. Sa kabaligtaran, sinusuri ng susunod na dalawang pag-aaral ang paglipat ng wika sa
isang mas tiyak na konteksto ng silid-aralan. Halimbawa, sinuri ni Abad (2010) ang mga pananaw
ng mga guro at mag-aaral sa paggamit ng code-switching sa pagtuturo ng agham at matematika.
Ang kanyang pag-aaral ay nagsiwalat na ang mga mag-aaral at guro ay pabor sa paggamit ng
code-switching sa mga pagkakataon kung saan kinakailangan. Ang mga paksa na may label na
may English-only” na kapaligiran (i.e., political science) ay hindi hinahamak ang paggamit nito.
Inobserbahan ni Calda (2013) ang mga mag-aaral sa agham pampulitika at tinanong kung alam
nila ang kanilang kusang paggamit ng code-switching sa kanilang mga pag-uusap sa pagitan ng
mga instruktor at kapwa mag-aaral. Alinsunod dito, 86% sa kanila ay hindi alam ang kanilang
aktwal na paggamit ng code-switching sa kanilang pananalita.
The post-colonial Philippines has experienced American colonization, leading to widespread
code-switching. However, pessimistic attitudes towards the colonizers' language persist. A study
by Durano (2009) found that students generally have a positive attitude towards English, with
public students showing more positivity towards Filipino-English switching. Reasons for this
positivity include education, employment, communication, impression, ethno-linguistic threat,
communication breakdown, boastful assertion, and culture and habit.

Valerio's study found that students' positive attitudes towards Filipino-English switching are
influenced by factors like cultural and educational background, and switching can improve
communication performance, regardless of gender or background. (Valerio, 2015)

Two studies explore the use of code-switching in schools, with Abad (2010) finding both
students and teachers support it in necessary situations. Calda (2013) found that 86% of
political science students were unaware of their spontaneous use of code-switching in their
speech, indicating a lack of awareness in English-only environments.

In a similar study, Valerio also identified the same positive opinion as that of the previous
research. Additionally, she was able to deduce that the positivity emulated by her respondents
is independent of gender, cultural, and educational background. One of the most important
reasons why the students are in favor of Filipino-English and vice versa switching is that using it
could heighten the chances of improved communication performance (Valerio, 2015).

The first two studies concentrated on a generic use of code-switching in the school. On the
contrary, the next two studies examine language switching in a more specific classroom context.
Abad (2010), for example, analyzed teachers’ and students’ perceptions of the use of code-
switching during science and mathematics instruction. Her study revealed that both students
and teachers are in favor of using code-switching in instances where needed. Subjects that are
labeled as having an English-only” environment (i.e., political science) do not disdain its use.
Calda (2013) observed political science students and asked whether they were aware of their
spontaneous use of code-switching in their conversations between instructors and fellow
students. Accordingly, 86% of them were not aware of their actual usage of code-switching in
their speech.
Studies, such as Lo (2015) and Raschka et al. (2009), have shown that switching between
different languages is a common language behavior occurring in any regular interaction between
speakers who share knowledge of the same languages. The behavior of alternating between
different languages is known as code-switching. According to Wei (2005), people require
competence in all languages involved to code-switch. In line with Wei (2005), Moghadam et al.
(2012, p. 2219) define code-switching as shifting from one language to another in a
conversation. It is a usual, normal practice among people globally for various reasons and is
usually an unconscious activity. For those explications, this study defines code-switching as the
alternation between two languages in the same discourse, and it is a common phenomenon in the
present-day bilingual classroom.

Studies by Simasiku et al. (2015), de Sanchez (2018), Hamamra and Qararia (2018), and Bhatti
et al. (2018) have scrutinized the advantages of code-switching in language classroom practices.
Bhatti et al., for example, found that code-switching from English (L2) to the first language (L1)
was a useful strategy in English as a second language class to help interaction between teachers
and students and among students in the classroom succeed. According to Bhatti et al. (2018), all
teachers and students in their study code-switched from L2 (English) to L1 (Urdu), although the
primary language used in the classroom was English. Similarly, Simasiku et al. (2015) found that
code-switching in the classroom helped students learn a second language more successfully. It is
because learners were more active in the classroom if they were allowed to use their first
language, notably when they experienced problems speaking English in classroom interaction.
 Zainil, Y., & Arsyad, S. (2021). Teachers’ perception of their Code-Switching Practices in

English as a foreign language classes: The results of stimulated recall interview and

conversation analysis. SAGE Open, 11(2), 215824402110138.

https://doi.org/10.1177/21582440211013802

Quinal, K. (2020). Literature review on code switching. Silliman.

https://www.academia.edu/42275635/Literature_review_on_code_switching

Candra, L. (2018). An Analysis of Code Switching in Leila S. Chudori’s For Nadira.

https://repository.bsi.ac.id/repo/files/280075/download/File_11-Chapter-II-(Theoritical-
Review).pdf?fbclid=IwAR3pCeb1tTs1C2Rp19-2MSHwoZ1Kkvn0Uuyfhl8pWvSKTYGY1Gyi1vk_IuI