MAKING MEANING OF CODE-SWITCHING: AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS OF ENGLISH TEACHERS’ INSTRUCTIONAL DECISION-MAKING PRACTICES AT PARAÑAQUE NATIONAL HIGH SCHOOL-MAIN SENIOR HIGH SCHOOL
Practices at Parañaque National High School-Main Senior High School.
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Research Article
Open Access Research Journal of Multidisciplinary Studies, 2026, 12(02), 044–051.
Article DOI: 10.53022/oarjms.2026.12.2.0047
Publication history:
Received on 30 September 2026; revised on 09 November 2026; accepted on 11 November 2026
Abstract:
This study endeavored to explore the experiences of senior high school English teachers in utilizing code-switching as an instructional strategy in multilingual classrooms. In the context of the Philippines, where English and Filipino coexisted alongside various regional languages, teachers navigated complex linguistic environments to facilitate effective learning. Grounded in the challenges of teaching English as a second language, the research examined how educators made instructional decisions regarding language use and how code-switching shaped classroom discourse and student comprehension. Using a qualitative research design, the study gathered insights from selected senior high school English teachers through in-depth interviews and classroom observations. The findings revealed that code-switching was not merely a spontaneous linguistic behavior but a deliberate pedagogical tool employed to clarify complex concepts, maintain student engagement, and bridge gaps in understanding. Teachers reported that alternating between English and the students’ first languages enhanced comprehension, especially when dealing with abstract or unfamiliar content. Moreover, the study highlighted that code-switching supported inclusive learning by acknowledging students’ linguistic backgrounds and reducing language anxiety. However, it also identified certain tensions, such as the need to balance English proficiency development with the practical benefits of using the mother tongue. Teachers expressed concerns that overreliance on code-switching could potentially limit students’ exposure to English. The study concluded that code-switching played a significant role in shaping effective classroom language practices in multilingual settings. It recommended that educators adopt a strategic and reflective approach to code-switching, supported by clear institutional guidelines and professional development. Ultimately, the research contributed to a deeper understanding of language use in education and offered practical implications for improving English language teaching in diverse linguistic contexts.
Keywords:
Code-switching, English teachers, English language, Language teaching
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