An Analysis of the Code-Switching Strategies of English Teachers

Abstract

Code-switching is a prevalent linguistic phenomenon in bilingual education, influencing classroom dynamics and student comprehension. This qualitative study examines the code-switching strategies employed by English teachers at Davao del Norte State College, focusing on their functions and implications for language instruction. Through discourse analysis and thematic analysis, data were collected from classroom recordings and structured interviews with five experienced English teachers. Findings reveal three main strategies: intra-sentential (75%), tag-switching (17%), and inter-sentential (8%). Teachers utilized code switching primarily to clarify concepts, engage students, and create a supportive learning environment. While some educators expressed concerns about its impact on language proficiency, the study highlights code-switching as a valuable pedagogical tool that aligns with the multilingual context of instruction. The results suggest that strategic code switching can enhance teaching effectiveness and student learning outcomes. Recommendations for educators and policymakers are provided to integrate code-switching into instructional practices while maintaining English as the primary medium of instruction.