Code-Switching Practices Among English Pre-Service Teachers: Realities and Reflections

Samantha May Pabustan, Jane Carmel Bayno, Christine Jane Dejos, Mary Faith Herediano, Jardiolyn Ibale, Mayriel Lourd Sibuan, Remedios Bacus

Abstract


This study examines the code-switching practices of third-year pre-service English teachers in multilingual classrooms at a government-funded university in Cebu City, focusing on its frequency and potential impact on students' Grade Point Average (GPA). Using a mixed-method explanatory sequential design, quantitative data were collected through frequency tally sheets and GPA records, while qualitative data were gathered through semi-structured interviews with pre-service teachers and professors. The findings indicate that code-switching is frequently used to aid comprehension, reduce anxiety, and increase engagement, but there is no significant relationship between the frequency of code-switching and students' GPA. The study concludes that while code-switching is beneficial for communication, it does not directly influence academic performance, and recommends that teacher education programs incorporate balanced bilingual strategies to support language proficiency alongside effective teaching practices. 


Keywords


code-switching, pre-service teachers, English proficiency, teaching practices, Grade Point Average, teacher education

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References


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DOI: http://dx.doi.org/10.52155/ijpsat.v56.2.8046

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