Why Do English Teachers Code-Switch?: An Exploration of Their Lived Experiences in the Philippine ESL Classrooms

This qualitative study explored English teachers’ experiences in using code-switching as a pedagogical approach in the ESL classroom, alongside the language experiences observed among students. Through thematic analysis of interviews with seven (7) English teachers, significant statements were analyzed to identify emerging themes. Findings revealed that code-switching is an effective strategy for enhancing comprehension, clarifying complex concepts, fostering participation, building student confidence, and promoting an inclusive classroom environment. Teachers also faced challenges, including balancing language use, maintaining professional credibility, and addressing students’ overreliance on their native language. Students’ observations indicated that code-switching improved engagement, encouraged expression, facilitated understanding, and gradually supported English language mastery, although some viewed it negatively. The study concludes that when strategically applied, code-switching is a valuable tool that enhances both teaching effectiveness and students’ language development. Recommendations include purposeful implementation, teacher training to optimize its use, and further research on its long-term effects on English proficiency.