Code-Switching in English Language Instruction: Implications to English Language Proficiency

Language is a powerful tool that shapes our communication, identity, and social interactions. In a linguistically diverse country like the Philippines, where several languages and dialects are spoken, code-switching has become a common phenomenon. Hence, this study aimed to investigate the implications of code-switching on English language proficiency of the English teachers in the East 2 District in the Division of Gingoog City. These were identified through a quantitative approach by conducting a survey to the 53 participants. The research considered the impact of age, gender, teaching experience, education level, and position on code-switching tendencies. The findings revealed that younger teachers, influenced by their exposure to social media and technological developments, code-switched more frequently. Female teachers also exhibited a higher inclination towards code-switching, consistent with previous studies on gender differences in language usage. Novice teachers relied more on code-switching as a linguistic strategy, while experienced teachers gradually reduced their use over time. Education level, especially higher levels of education, affected the utilization of code-switching as a teaching tool. The study emphasized the importance of effective communication and creating a supportive learning environment through code-switching. However, it cautioned that code-switching may hinder English language learning, particularly in grammar and language macro skills. Further research is needed to explore additional factors influencing code-switching behavior.