Exploring the Viewpoints and Motives of Students on Code Switching in the Classroom

Marichris Corpuz, Ana Mae Faldas, Alyssa Faye Tumamak, Christine Jill Sedoriosa, Virgion Mamonong


Code switching occurs not only in settings where the speakers use several different languages on a daily basis, but particularly in English subjects which make conversationists confused during the exchange of ideas. This qualitative study aimed to ascertain the viewpoints and determine the motives of students on code switching in the classroom. The study was conducted at the University of the Immaculate Conception, Davao City. Using purposive sampling technique 16 second year college students enrolled in an English class in the first semester of the academic year 2014-2015 were chosen. The data were gathered through in-depth interviews and Focus Group Discussion. These data were transcribed for analysis, and then the transcripts were categorized according to themes. The results of the study revealed that the students viewed code switching in the classroom as thought bridger and idea clarifier. The study further determined that the students’ motives to code switch in the classroom was due to language anxiety and first language dependency. The conclusion implied that language teachers have to model themselves to speak straight English in the classroom and to employ methods and strategies that may encourage students to speak the target language.

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