THE TWO SIDES OF THE COIN: A CODE-SWITCHING LINGUISTIC APPROACH IN

PHILIPPINE CLASSROOM

Alona Jean Gonzales

Glency Mae Andres

Flore Jane Cervantes

Introduction

Study code switching specifically refers to the alternating use of more than
one linguistic code in the classroom by any of the classroom participants,
such as teachers, students, and teacher aides (Lin, 2008). Moreover,
Asuncion (2010) stated that switching to the mother tongue was the most
frequently used strategy and argued that code switching should not be
considered wrong or illegitimate as it somehow helps learners become
communicatively competent bilingual members of society.

The study code-switching is an occurrence that takes place in bilingual

societies where people can communicate in two or more languages.
Bilinguals can code-switch and utilize their languages as resources to achieve
improved communication methods to convey meaning because they can
speak many languages. The teachers who employed the monolingual
technique stated that they never speak their native language with their
students and that this, on the other hand, the teachers who used the bilingual
approach said that it is essential and necessary to use their mother tongue in
different situations, for example, to ensure that the students have understood
(Baquerfo, 2018).

Research in the literature supports this scenario. Limoso(2002) reveals

that code switching serves a number of educational objectives in a literature
classroom as well as facilitating cooperation and understanding. Martin (2006)
supports the claim that code switching promotes the educational goal of
delivering content knowledge. Greggio and Gil (2007) stress that code
switching can be a useful tool in assisting English language teaching and
learning. Bullock and Toribio (2009) also claim that code switching fills
linguistic gaps, expresses ethnic identity, and achieves particular discursive
aims.

As a qualitative novice researcher, it is in our best interest that this study

be carried out in order to offer the finest opportunities for students to excel
academically in their studies. Fewer studies have been done on code-
switching, but none of these studies have been done in Agusan del Sur;
therefore, this investigation will fill the gap.
Purpose of the study

This qualitative study explored how students use vernicular language in

English classrooms. Its focus was on identifying the prevalent forms of code-
switching employed by teachers and understanding the instructional roles
these code-switching instances play in classroom discussions.

Research Questions

This study is guided by the following research questions.

1. What are the students lived experiences in code-switching linguistic

approach in Philippine classroom?

2 Why do the students code switch as linguistic approach in Philippine

classroom?

3. What can the students suggest in order to minimize code switch in

Philippine classroom?

Theoretical Lens

This study was anchored on Sociolinguistic theory by Myers-Scotton (1993).

This theory is used to explain in which he notes that a bilingual individual has
a sense of makedness. In such situation, the speaker is perceived as the
rational actor who can make either the unmarked choice, the more secure and
the more expected choice , often used by a speakers, or the marked choice
which is generally unexpected in interaction nevertheless. It is essential to
mention at this point that the concept of the social importance language
choice should be applied with a dose of caution to the speech of children is
generally as they do not play the same role in society as adult speakers.

This theory is useful in the conduct of this research because it offers a

framework to understand the social and linguistic dynamics behind code-
switching, helping researchers and linguists comprehend how bilingual
speakers strategically use language to express identity, power dynamics, or
social affiliations. It aids in exploring language choice and its implications in
different social settings, shedding light on the complexities of bilingual
communication.
Significance of the study

The findings of this study will benefit the following stakeholders:

Administrators. As academic leaders, the study's findings will provide

valuable insights into the advantages and disadvantages of implementing
code-switching. They can then decide whether to maintain the current practice
or reevaluate it.

Teachers. As educators who guide students in their academic

pursuits, the findings of this study will assist them in understanding the
challenges or advantages that students experience when using code-
switching.

Students. As students striving to earn a degree for future readiness,

the findings of this study will be advantageous for them. It underscores the
importance of evaluating the benefits of incorporating code-switching for
ongoing use or future deliberation.

Future Researchers. As individuals contributing to the broader pool of

knowledge in this field, those seeking relevant studies can utilize the findings
of this research to inspire future investigations.

Definition of Terms

To facilitate the understanding of this study, different terms are defined

operationally.

Code-switching. This refers to the alternating use of more than one

linguistic code in the classroom by any of the classroom participants.

Linguistic Approach. This refers to the teaching method which

assume children in the class who participate have a strong grasp of their
mother tongue (oral language) which is then used as an associative learning
tool for words and spelling patterns.

Philippine Classroom. This refers to the educational environment and

system in the Philippines. It encompasses the physical classrooms where
students receive instruction, as well as the curriculum, teaching methods, and
educational policies specific to the Philippines.

Scope and Delimitation of the study

This research focuses on examining code switching practices at

SaintFrancis Xavier College students and the challenges encountered. The
aim is to gather insights from students about their experiences with code
switching in order to improve the system. The study specifically addresses the
code switching difficulties faced by students in classroom settings.

Consequently, participants in this study are students from Saint Francis

Xavier College who have prior experience with code switching. The research
is conducted in the first semester of the academic year 2022-2023, spanning
from August to December.

Organization of the study

The research was well-structured to ensure clear comprehension for a

diverse audience.

Chapter 1 provided an introduction, followed by the study's purpose. Four

research questions guided in-depth interviews and focus group discussions.
The study's significance emphasized its importance and benefits for students.
Definitions of terms were included for enhanced comprehension. Finally, the
scope and limitations clarified the research's coverage and focus.

Chapter 2 provides an overview of relevant literature gathered from various

internet sources and synthesizes them.These reviewed literature's aim to
deepen the readers' understanding and knowledge of code switching .

Review of Related Literature

Code-switching

The study of code-switching has been undertaken from three distinct

perspectives: linguistic, psycholinguistic and sociolinguistic. The linguistic
viewpoint has focused on finding general grammatical restrictions on code-
switching. The psycholinguistic approach has concentrated on the ways in
which the cognitive system stores and retrieves the linguistic systems of
bilinguals. Lastly, the sociolinguistic approach has taken into consideration the
sociocultural reasons for code-switching. The approaches used in all three
situations range from experimental elicitation, which is more in line with the
psycholinguistic perspective, to observation in naturalistic settings, which is
more in line with the sociolinguistic perspective. Conversely, the linguistic
approach does not always directly align with any data extraction methodology.
An increasing number of multidisciplinary overviews of code-switching studies
have been produced as a result of the necessity to bring these three
perspectives together; the most current of these is an edited volume by Isurin
et al. (2009).

The phrase "code switching," which describes a phenomena as old as

bilingualism itself, was first used by Vogt (1954) in his critique of Wein Reich's
groundbreaking 1953 book Language in Contact. But it wasn't until the 1970s
that code-switching started to draw consistent attention as a separate field of
research. As a result, it has been the focus of several academic viewpoints,
each with its own theoretical stance, set of methods, and objectives. Given
this diverse context, it is not surprising that code-switching has been defined
in a number of different, often conflicting ways. To make matters more
complicated, it has frequently been contrasted with another idea, code-mixing,
which has also received wildly divergent meanings. For example, whereas in
Muysken’s view code-switching refers to ‘the rapid succession of several
languages in a single speech event’, code-mixing refers to ‘all cases where
lexical items and grammatical features from two languages appear in one
sentence’ (Muysken 2000: 1).

On the other hand, code switching was described by Bentahila and Davies
(1983: 302) as the result of "combining two codes to create an entity that
could be referred to as a third code." Conversational perspectives on code-
switching offer unique definitions for both code switching and code-mixing,
based on the idea of a code determined communicatively rather than
structurally. According to Auer (1998, 1999), "code-mixing" (also known as
"language mixing") and "code-switching" (also known as "language
alternation") are contrasted based on the pragmatic importance of structural
switch points. Contrarily, the pragmatic salience of structural switch points is
relatively high in code-switching/language alternation, where speakers
demonstrate awareness of structurally distinguishable codes, while it is
relatively low in code-mixing/language mixing, to the point that structurally
distinguishable codes are not communicatively distinguishable.Whereas the
pragmatic salience of structural switch points is relatively low in
code-mixing/language mixing − to the point that structurally distinguishable
codes are not communicatively distinguishable, it is conversely relatively high
in code-switching/language alternation, whereby speakers show awareness of
alternating between two structurally distinguishable codes.

This volume covers code-switching in its fullest sense overall. Because of

this, we refer to "code-switching" as a general phrase that goes beyond the
sometimes-perceived conflict between code-switching and code-mixing while
also perhaps including all grammatical and conversational definitions that
have been provided for both terms. This suggests that both the
communicative and structural meanings of "code" are provisionally included
into the term "code-switching," with the writers of this book free to designate
which definition best fits the context of their individual contributions.

Perhaps emphasizing the social aspect of code-switching pays homage to its

historical roots as a subject of methodical investigation. In addition to
Weinreich, historical summaries of the field's research on code-switching
typically trace these origins to Blom and Gumperz's (1972) investigation into
the social reasons for code-switching, which resulted in the creation of the first
conversational typology of the phenomenon, which distinguished between
"situational" and "metaphorical" code-switching. Gumperz (1980, 1982) later
went on to lay the foundations for a descriptive framework of social
motivations behind code switching behaviors observed in naturally occurring
conversations, influenced by both Sacks et al. (1974) and Dell Hymes'
Ethnography of Communication (1972). His approach, known as interactional
sociolinguistics, developed in part because it rejected descriptive frameworks
that prioritized the presumed social indexicality of code-switching. In instance,
Myers-Scotton's Markedness Model (MM) (1993b) attempted to explain code-
switching by assuming a one-to-one correspondence between particular
languages and particular social meanings. The idea that "language" and
"code," as embodied in the concept of code-switching, are equivalent has
come under increased scrutiny, particularly in light of frequent and ostensibly
unconscious code-switching in some contexts, particularly in the post-colonial
world (Meeuwis and Blommaert 1998).

Consequently, the terminology employed to describe code switching began to

take into account the notion that architecturally recognisable patterns of code-
switching may be codes in and of themselves. We will see that Auer's (1998,
1999) distinction between code-mixing, also known as "language mixing," as
a code unto itself and what he refers to as "language alternation," in which
interaction-internal factors may be influenced in addition to social indexicality,
is more or less directly applicable to explaining the phenomena that the
majority of the contributions in this volume focus on.

In the study of code-switching, the rivalry between different structural

explanations has had a particularly significant impact. Overall, the hunt for
general language restrictions on code-switching has proven fruitless. By
introducing two distinct constraints, the Equivalence Constraint (which states
that languages tend to be switched at points where their syntactic rules are
similar) and the Free Morpheme Constraint (which states that languages may
be switched after any constituent that is not a bound morpheme), Poplack
(1980) created the first theoretical model of structural constraints on code-
switching. In a theoretical dispute that quickly called into doubt the
generalizability of Poplack's constraints, a series of ever more specific
constraints were developed, including the Government Constraint (Di Sciullo
et al. 1986) and the Functional Head Constraint (Belazi et al. 1994). Myers-
Scotton's Matrix Language Frame (MLF) model (1993a) continues to be
especially influential. It posits an asymmetric relationship between the
participating languages, wherein one (the matrix language) is expected to set
the morphosyntactic frame for the other and, in the process, constrain the
range of function words that are available and bound morphemes (what
Myers-Scotton refers to as "system morphemes"). A more recent
development in the search for universal structural constraints comes in the
form of the Minimalist Programme, derived from the endeavour for a Null
Theory of code-switching which avoids formulating a ‘third grammar’ specific
to code-switching (McSwan 1999).

Nevertheless, there is still no "all-or-none" structural model of code-switching

that can withstand the seemingly endless supply of problematic code-
switching data. The possibility that such a model may never be implemented
is what led to an increase in the allowance of language-external elements as
additional predictors for code-switching phenomena that are likely to override
universal structural restrictions. These considerations include sociolinguistic
factors in particular.

Among structural approaches to code-switching that take sociolinguistic

aspects into account, Muysken (2000) has held a significant place. His
structural typology consists of three potentially overlapping types: congruent
lexicalization (where A and B converge in the morphosyntactic frame),
alternational (where A and B alternate without intruding upon their respective
morphosyntactic frames), and insertional (where constituents from A are
inserted in a morphosyntactic frame dominated by B). Much of the
problematic code-switching data that "all-or-none" structural. According to
Muysken, the dominance of one type over another is predicted due to
structural factors: language pairings that are typologically near may favor the
insertional type or congruent lexicalization, whereas language pairs that are
typologically remote may, on the other hand, favor the alternational type.
Sociolinguistic factors may favor one type over the other, independent of
these structural factors: congruent lexicalization may predominate in (often
postcolonial) settings where such ideologies are absent, whereas the
alternational type may dominate in settings characterized by puristic
ideologies. The extent to which structural considerations take precedence
over sociolinguistic elements, or vice versa, is left up for debate by Muysken.
We support the idea that the issue is unresolved and that searching for social
explanations for code-switching is worthwhile, even if we acknowledge that
grammatical regularities exist across code-switching data.models failed to
account for is accommodated by "congruent lexicalization."

As long as the term "social" is used precisely in reference to language,

emphasizing the necessity for social explanations does not entail that code-
switching studies are doomed to "fuzziness." Since language is by its very
essence a social activity, interactional usage is required. Therefore, in
addition to projecting factual information, it also serves to project identities—
whether inherited or personally shaped—and value systems, which may be
ideological or just aesthetic. The goal of this volume's contributions is to shed
light on the social variables that affect linguistic variation in general and code-
switching in particular. In order to cast fresh light on problematic code-
switching data, both diachronic and synchronic elements are explored, and a
variety of unique sociocultural variables driving code-switching patterns are
found. They include the places people occupy in social networks (Beyer, for
example), as well as the attitudes people have toward language and its
ideologies (Migge, Parafita Couto, Deuchar, and Fusser). Code-switching
patterns are attributed to interactional aspects that are projected onto
sociocultural factors that are relevant to identity negotiation methods (e.g.
Anchimbe). Although all of the articles to this book discuss the link between
social variables and code-switching in general, they also criticize
"ungrammatical code-switching," a contentious idea that permeates structural
explanations of code-switching, either directly or indirectly.

3 ‘Ungrammatical code-switching’ and the rise of mixed languages

The concept of ungrammatical code-switching, which Myers-Scotton has

perhaps expounded upon the most, is broadly defined as code-switching that
deviates from the two primary grammatical well-formedness principles implied
in the Matrix Language Frame model (MLF, 1993, 2002), namely the System
Morpheme Principle and the Morpheme Order Principle. A substantial quantity
of data that fits within what Myers-Scotton refers to as "classic code-
switching" forms the foundation of the Matrix Language Frame paradigm. The
term "composite code-switching" refers to a type of code switching that
"shows convergence in regard to the source of some frame building
procedures, as well as in the features of the abstract grammatical structure."
In contrast, code-switching data that do not follow the MLF principles are
thought to be relevant.

On the other hand, data on code switching that deviates from the MLF
principles are thought to be representative of "composite code-switching,"
which is defined as a type of code switching that exhibits convergence with
respect to the origin of certain frame building techniques and in the
characteristics of the abstract grammatical structure in certain lexemes
(Myers-Scotton 2002). Myers-Scotton gives minimal social context for the
occurrence of composite code-switching since she focuses on structural
issues in her quest for barriers to code-switching. Based solely on Myers-
Scotton's remarks, it can be concluded that this type of code-switching is
"more common" in some communities than classic code-switching and that it
usually happens in situations where language shifts or attrition occurs, which
may or may not be favorable to "mixed languages," like Michif or Mednyj Aleut
(2002).

Even though Muysken's concept of congruent lexicalization is more limited in

its grammatical form than composite code-switching since, in his view, it is
common for contact between closely related languages, what Myers-Scotton
refers to as composite code-switching is suggestive of it. This raises concerns
about a language type known as "(bilingual) mixed language," "split
language," or "intertwined language," such as Michif, which Muysken (2000)
also discusses. Michif is a language type that results from the regularized and
normalized combination of two matrix languages. Since the two phenomena
overlap significantly, it may be secondary to investigate whether composite
code-switching or congruent lexicalization (in this example across
typologically distant languages, i.e. French and Cree) is the primary
component in the creation of a mixed language.

However, given that the transition zone between code-switching and mixed
languages remains largely unexplored territory, a theoretical concern is
whether community-wide code-switching is necessarily or overwhelmingly
indicative of ongoing language attrition and shift (cf. Meakins 2011). This
volume also raises the question of whether widespread community code-
switching is a sign of language shift. Blaxter Paliwala implicitly responds
negatively to this question by urging a critical reexamination of the notion that
widespread Tok Pisin-English code-switching among the urban middle class
in Papua New Guinea is indicative of "decreolization." In actuality, the Light
Warlpiri (O'Shannessy) instance demonstrates that language shift or attrition
during nativization does not always correspond with the growth of mixed
languages. One may also ask the same question of Amuzu, whose data on
urban Ewe-English shows widespread code-switching, whereas Yakpo seems
to tilt more toward attrition and shift in his analysis of the Surinamese context.
The dilemma can, in theory, only be resolved by determining if code-
switching, regardless of how widespread, is a transient phenomena that
ultimately leads to language loss or whether the resultant lect has stabilized.
Sadly, the type of diachronic data needed to support the synchronic stability of
the mixed lect is not readily available in very many contact settings. When
diachronic data is available, it usually provides a shallow time-depth (e.g.,
Gurindji Kriol; see Meakins 2011). However, it does present certain structural
criteria of code-switching between the languages involved, which enable us to
designate a particular linguistic system as "mixed language." Particular social
conditions provide the context in which these structural factors can be
established.

First of all, mixed languages are distinguished by a systematic and

widespread mixing; that is, mixed structures in particular sub-systems are
required rather than optional (see, for example, Stolz 2003), while the
grammatical subsystems of the participating languages are largely preserved
(Thomason 1997b; Matras and Bakker 2003). In those cases (e.g., Burkina
Faso, cf. Beyer; Papua New Guinea, cf. Blaxter Paliwala; South Africa, cf.
Stell; Suriname, cf. Migge, Yakpo) where community-wide code-switching
occurs and the majority of speakers consistently alternate between two or
even three languages in daily interactions, systematic use of code-switching is
undoubtedly applicable. These types of contact scenarios should be
distinguished from those in this volume (e.g. Wales, cf. Parafita Couto et al.;
Hong Kong, cf. Chen) that involve bilingual individuals, their family networks,
and social or ethno-linguistic subcultures in an otherwise rather monolingual
(albeit not monolectal). Only in the latter case—for example, Ma'a/Mbugu, see
Mous 2003; Medial Lengua, see Muysken 1997—are the conditions for
stabilization of a mixed lect given if the particular linguistic (sub)culture is
socially (and frequently geographically) distinct, isolated, or marginalized.

We are prompted to reconsider code-switching as a linguistic phenomena

situated in a social context by the multitude of potential results of language
mixing, including the creation of mixed languages per se. It is crucial to
observe code-switching as part of usage in the comprehensive sociolinguistic
and cognitive sense that Croft (2000) and other scholars have developed for
it, rather than merely as part of decontextualized example sentences, in order
to gain a fresh perspective on what structural accounts of code-switching
regard as ungrammatical code-switching. Backus (this volume) argues that
the integration of code-switching into a given base language is more easily
identifiable based on frequency of occurrence, using the distinction between
loanwords and code switches made in the code-switching literature as a
starting point. Accordingly, in many grammatical models of code-switching,
what is considered ungrammatical can be explained in terms of "altered
replications," in which a new linguistic pattern is employed, competing with or
occasionally replacing "normal replications," in which the preexisting linguistic
pattern is reiterated.

To put it another way, grammatical "irregularities" in code-switching, like the

use of morphosyntactic patterns that aren't found in the host language, might
just be examples of altered replications, which might or might not be
interpreted as a part of a language change process that eventually results in
the altered replications gradually replacing the normal replication. The
majority of the Ewe-English and Akan-English data presented by Amuzu (this
volume) and some of the Tok Pisin-English data presented by Blaxter
Paliwala (this volume) are examples of altered replications that, given their
general sociolinguistic environment, need not be considered indicative of
language attrition or shift. These data are classified as composite
codeswitching from the MLF's point of view.

On the other hand, the Light Warlpiri case, which O'Shannessy (this volume)
discusses, may provide as an illustration of composite code-switching, or, to
borrow Backus' terminology, of modified replications that gradually become
the norm to the point where they establish the groundwork for a
conventionalized "mixed code" that has solidified into a new language. Since
code-switching—rather than monolingual discourse—is the norm in these
societies, the codeswitching data from Suriname (Migge; Yakpo, this volume)
may be viewed as a mediating factor between these two poles. They may also
represent linguistic change or attrition.
It comes down to figuring out which particular social circumstances first lead
to code-switching and whether or not that leads to it becoming
conventionalized. The link between code-switching tendencies and socio-
structural traits as they appear in social networks, ideologies, and attitudes is
a topic this book addresses. Yakpo, Migge, and Blaxter Paliwala (this book)
connect multilingual practices in postcolonial contexts to unanticipated
structural aspects of code-switching in the form of congruent lexicalization
involving typologically distant languages. The correlation between self-
reported speakers' attitudes toward code-switching forms and their use or
non-use of code-switching at syntactic sites where it could violate the
Equivalence Constraint is experimentally tested by Parafita Couto et al. (this
volume). They find a positive correlation between the two.

According to Parafita Couto et al., attitudes toward code switching are a

product of larger ideological environments, which Ehrhart (this volume)
examines from two perspectives: one nonwestern, where the idea of language
is given a vague definition and may therefore favor code-switching, especially
code-switching that may be deemed ungrammatical according to structural
models of codeswitching, and one western, where the concept of language
(and grammaticality) goes hand in hand with that of standardization and
boundedness. Beyer (this volume) highlights the value of evaluating the
likelihood of code-switching as a function of speakers' position within social
networks, revealing peripheral and geographically more mobile speakers in
multilingual situations to be more likely to do so regardless of attitudes or
linguistic ideologies.

Linguistic characteristics, including those included in language ideologies and

shown in attitudes, may not always have a direct correlation with patterns of
language variation. Conversation analysis (CA), as developed by Gumperz
(1982), Auer (1998), and other researchers, as well as psycholinguistic study,
have established this fact, particularly with regard to code-switching.. This
volume's Stell and Amuzu both analyze structural patterns of code-switching
and assess how much they mirror conversational patterns of code-switching
and how much they mirror social variables.

Kootstra's (this volume) psycholinguistic approach serves as a helpful

reminder that reasons other than social ones can also cause code-switching.
After describing the automatic alignment across pair parts principle as a
cognitive mechanism, Kootstra concludes that speakers' alignment strategies
may result in specific patterns of triggering across pair parts, such as
triggering that leads to "ungrammatical" code-switching. For this reason,
interactional factors must be taken into account in an account just as much as
they are in orthodox versions of CA (see further Auer 1998). Stell, Amuzu,
and Kootstra typically present a particular method of addressing code-
switching in which the interaction itself may be used to identify its root causes.
However, another strategy that focuses on the role of social identity in code-
switching may be used to search for the reasons of code-switching both within
the interaction and in the surrounding sociocultural context.Stylistically
o.riented studies of the phenomenon have already shown that people use
code-switching as a way of negotiating their identities in response to their
social environments and interlocutors, including ungrammatical forms of code-
switching in the context of structural accounts of code-switching (see, for
example, Auer 2007). We have access to trilingual code-switching data from
Cameroon (this volume, Anchimbe) that includes English, Cameroon Pidgin
English (CPE), and French. The purpose of the former two is to
simultaneously indicate one's affiliation with English-speaking Cameroonians
and one's remoteness from French-speaking Cameroonians. We give
examples of this that are almost consistent with lexicalization.

In the same vein, structural theories of code-switching suggest ideas of

grammaticality that are generally not supported by the code-switching data
from French Guiana that Migge (this book) presents to us. In that instance,
the application of a general strategy of neutrality tinged with a self-
presentational concern for dis-identification from any salient social stereotype
that the exclusive use of specific varieties might index appears to be more or
less consciously dictating what could be considered ungrammaticality from
the perspective of those models. Therefore, avoiding negative social
indexicalities may play a significant role in congruent lexicalization or
composite code-switching. The two case studies mentioned above discuss
code-switching between structurally related languages, i.e. In the former
instance, English-CPE, and Eastern Maroon-Sranan.

The concept of ungrammatical code-switching is not well defined, and it

appears that none of the grammatical models developed to far can be
universally applied. This suggests that there could be an equal number of
different types of grammatical code-switching in sociolinguistic contexts. While
offering a variety of codeswitching data that do not neatly fit into existing
grammatical models, the perspectives presented in this book are favorable
towards steering away from the search for grammatical universals in favor of
a search for language-external regularities in code-switching practices. In light
of this, it is hoped that this volume will serve as a first step toward the creation
of a comprehensive social typology of code-switching behaviors, to which
future structural and psycholinguistic frameworks will make reference in their
theories on code switching.

Synthesis

The previously discussed related literature enhances readers'

comprehension and insight into code switching. Additionally, the cited
literature pertains to the investigation conducted in this study, providing
support for the research outlined in the literature review.

Chapter ll

Method

This segment will detail the methodology, covering the research design,
the researcher's role, the involvement of research participants, and the
procedures for collecting, transcribing, and analyzing data. Trustworthiness,
encompassing credibility, dependability, confirmability, and transferability, will
also be addressed.

Reseach Design

This qualitative research employs a phenomenological approach to explore

the intricacies of code-switching in the linguistic approach within the Philippine
classroom. Participants, comprising 3rd-year English major students at Saint
Francis Xavier College in San Francisco, Agusan del Sur, will be selected
purposefully to ensure diverse perspectives. The study utilizes in-depth
interviews and focus group discussions to delve into students' experiences,
attitudes, and perceptions regarding code-switching. Open-ended questions
will be employed to allow participants to articulate their thoughts freely.
Thematic analysis will be applied to identify recurring patterns, providing a
nuanced understanding of the two sides of code-switching in the Philippine
educational context. The research design prioritizes capturing the richness
and depth of participants' lived experiences to contribute valuable insights to
the discourse on linguistic approaches in Philippine classrooms.

Role of the Researchers

The purpose of the study is to examine the use of code-switching, or the

alternation between two or more languages or language varieties within a
single discourse, in Philippine classrooms. Specifically, the study aims to
study the reasons why teachers and students code-switch, the linguistic
features of code-switching, and the effects of code-switching on language
learning and teaching. Code-switching can be an effective strategy for
teachers who want to improve their communication with multilingual students
and promote better learning outcomes. According to Greggio and Gil (2007),
code-switching can be a useful tool for teachers who work with multilingual
students. By using code-switching, teachers can help facilitate communication
and understanding between themselves and their students. S. G. Trofimovich
and E. V. Baker (2006) also stated that code-switching is the practice of
alternating between two or more languages or language varieties in a single
conversation or communication. This study is significant as it sheds light on
the critical role of code-switching in the education sector and offers practical
insights for educators to enhance their teaching practices. By examining how
educators use code-switching in their classrooms, the researchers aim to
contribute to the understanding of how language use affects the academic
success of students. According to the study, "code-switching is a common
practice among bilingual teachers and is seen as a way to facilitate student
learning" (Lin, 2015). The study also highlights the importance of teachers'
understanding of code-switching and their ability to use it effectively to
promote academic success among bilingual students.

Research Participants

The participants of this study are the students of SFXC who have experience
code switching under the course of BSED. , We will follow the inclusion and
exclusion criteria in selecting our participants in which the participants must
be enrolled and genuine SFXC students in 3 rd year and 4th year who have
experienced code switching. Student from different programs must be
excluded. 7 students will be our goal number of participants that will
participate in our in-depth interview and focus group discussion.

Data Collection

The researcher set an appointment first with the respondents to finally agree
on the specifics of the classroom observations to be conducted. After the
consensus was reached, the researcher then conducted recorded classroom
observations in order to properly document the conversations made between
teachers and students during their classes as well as the code-switching acts
that were made by teachers while teaching. After the said classroom
observations, the researcher then carefully transcribed the recorded
conversations and reviewed them to confirm that no parts of conversations
were missing.

According to Patton (2002) interview are done with the intention of finding out
things that cannot be observed. In this study semi-structured interviews were
used to collect data from the students. The purpose of choosing this strategy
was to obtain and get detailed information concerning code-switching. The
purpose of interviewing according to Patton is to find out what is in and on
someone else’s mind, together their stories.

Furthermore, interviews are flexible and allow room for clarification on certain
issues by asking additional follow –up questions. The interviews were
conducted using an interview guide which was prepared to direct the
researcher in covering the issues related to the research objectives. This
interview guide served as an outline with some questions added and some
that were not asked. Open-ended questions were used which according to
Patton (2002) they generate rich answers where interviewees use whatever
words they want to express what they have to say as each interviewee
provides different answers.

The interviews have been very useful mainly because the respondents were
able to provide detailed information concerning the topic. For instance,
students were willing to reveal information which they wouldn’t have if one of
their teachers were present. In other words, they were open and realistic at
times showing emotions when certain questions were asked. Interviews were
indispensable for researcher because of the different opinions that the
interviewees provided. Thus interviews were the richest source of information
among the two data collection techniques used.

In order to ensure validity this study made use of more than one source of
data collection technique. The research instruments used were interviews and
classroom observation. Patton (2002) noted that, studies that use one method
are susceptible to errors linked to a particular method than studies that used
more than one method whereby different types of data provide cross-data
validity checks. Validity in qualitative research the researcher is the
instrument. (patton, 2002) Qualitative method display credibility through the
skills, competence and vigor of a research during field work.

The researcher is a main person in obtaining information from research

participants. To facilitate good report the researcher treated each interviewee
with respect asking probing questions and paraphrasing the interviewee’s
responses to ensure responses are understood. This is to enable them to be
comfortable and ease to share more of their experiences. According to Patton
(2002) observation allows the researcher the chance to learn things that
people would be unwilling to share during the interview this enabled the
researcher to confirm some of the responses from the interviews. In this study
the researcher was able to ensure reliability by preparing in advance an
interview guide in which the questions asked were direct and clear. Also class
observation notes were taken on what was going on within the setting. The
data collection techniques used increases the reliability of the study.

Data Analysis

The data analysis procedure employed in this study was qualitative data
reduction and sense-making efforts that tallied the volume of qualitative
material and attempted to identify core consistencies and meaning (Patton,
2002). This research method is applied in qualitative research strategies to
analyze data collected in the field.The data collected during field work was
analyzed through the following steps:

First was the transcription and translation of the raw data collected: all the
interview responses were recorded while notes were taken during class
observations. These were carefully transcribed and translated. All interviews,
except one, were conducted in Kiswahili.

Data coding was the second step. This involved the tagging of important key
concepts, content that answers the research questions, and relevant
information. This was done after translating the data into English.

Third, categorization of unprocessed data: this was done during the

interpretation of the data.

Finally, presentation and discussion of the data: in writing up the report, all the
findings were presented following the specific objectives of this study. Themes
and sub-themes were created as well.

Trustworthiness

According to Pilot and Beck (2014), the trustworthiness or rigor of a study

refers to the degree of confidence in data, interpretation, and methods used to
ensure the quality of a study. Researchers conduct studies to guarantee that
all collected data are accurate and fact-based. Researchers should develop
the protocols and methods required in each study for readers to think it is
worthwhile to investigate (Amankwaa, 2016). While the majority of experts
concur that trustworthiness is essential, there has been disagreement in the
literature over the definition of trustworthiness (Leung, 2015). This column will
center on the standards that many qualitative researchers agree upon, as
described by Lincoln and Guba (1985). The following are these credibility,
dependability, conformability, and transferability.

Credibility: Credibility is the veracity of the information or the participant's

perspectives as well as the researcher's interpretation and depiction of them
(Polit & Beck, 2012). This focuses on the truthfulness of the information
gathered and the researcher's interpretation of participants' perspectives. To
enhance credibility, researchers share their experiences, validate findings with
participants, and prioritize truth in data collection. This ensures that the study
reflects authentic responses uninfluenced by the researchers.
Dependability: Dependability refers to the stability of data over time and
across different research settings. In qualitative research, it's comparable to
reliability in quantitative research Polit & Beck, 2014). Establishing
dependability involves creating a clear audit trail, documenting methods, and
ensuring that the data collected are consistent. The conclusions should
represent the opinions and conditions of the investigation as expressed by the
participants, not the prejudices, goals, or viewpoints of the researcher
(Lincoln & Guba, 1985; Polit & Beck, 2012).

Confirmability: Confirmability assesses the neutrality and repeatability of

results. It is akin to objectivity in quantitative research. The researchers
ensured that conclusions were truly based on the data that had been collected
from the selected participants and that it had not been manufactured or
modified by the researchers. Also, the researchers guaranteed the accuracy
of the data word-for-word based on the responses of each participant during
the interview process to be free from any biases and neutral. It emphasizes
impartiality and ensures that data truly reflect participants' information without
the researcher's biases.

Transferability: Transferability describes how well the results apply to different

contexts or populations. (Polit & Beck, 2012; Koch, 1994). This criterion
involves the degree to which study findings can be transferred or applied to
individuals in other circumstances. It considers how well the results can be
generalized to different contexts or populations. In the context of the study,
transferability is achieved by providing a detailed explanation of the settings in
the final report, allowing readers to assess how applicable the conclusions are
to their situations. Future researchers can use the findings as a reference to
strengthen their studies, emphasizing the potential transferability of the
research outcomes.

Ethical Considerations

In all research endeavors, safeguarding human participants through ethical

standards is essential. Therefore, maintaining ethical practices in fostering
relationships during research holds utmost importance. Cultivating or
sustaining mutual connections is seen as a foundational ethical practice,
crucial for establishing trust with participants. This trust, in turn, tends to
facilitate researchers in obtaining candid responses and yielding
comprehensive findings.
Voluntary participation

Every study participant is allowed to decline participation at any time without

consequence or duress. Every participant is free to stop participating in the
study at any time without feeling obligated to do so. It is not necessary for
your subjects to give a reason for quitting the research. Potential participants
are informed by researchers that they are free to decide whether or not to join
in the study and that they can leave at any moment without facing any
consequences.

Informed consent

Every prospective participant is given all the information they require to make
an informed decision about whether or not to join. This contains details on the
advantages, dangers, funding, and institutional clearance of the study. The
participants are informed by the researchers that their information will be kept
private and that they are free to discontinue answering the survey at any time
for any reason.

Anonymity

Researchers are unable to identify the participants or establish a connection

between any particular subject and their data. The only way for researchers to
ensure anonymity is to avoid gathering any personally identifiable data, such
as names, phone numbers, email addresses, IP addresses, physical
attributes, images, and videos.

Confidentiality

The researchers are aware of the participants' identities, yet they still need to
omit all personally identifiable information from the report. Every participant
has a right to privacy, thus we must safeguard their personal information for
the duration that we need it or preserve it. Confidentiality should always be
protected, even in situations when anonymous data collection is not feasible.
References

Mangila, B. (2018). Pedagogic Code-Switching: A Case Study of the

Language Practices of Filipino Teachers in English Language Classrooms.
English Language Teaching Educational Journal (ELTEJ), 1(2621–6485),
115–133.

N., Sam M.S. (2013, April 7). Linguistic Approach. PsychologyDictionary.org.

Yao, M. (2010). On Attitudes to Teachers' Code-switching in EFL Classes.

World Journal of English Language.