Chapter 2

REVIEW OF RELATED LITERATURE

Aquino, L. (2022). “Code-Switching in Focus: The Standpoints of Language

Learners in an ESL Classroom”. According to the conclusions of this study, code-

switching is an effective teaching and learning strategy. The English-Only policy

has sparked alarm among students and instructors in the Philippines, one of

several multilingual countries. Code-switching is a linguistic phenomenon that

occurs when students and teachers of different languages share a classroom.

Despite the fact that code-switching has historically been associated with a lack of

understanding of the medium of instruction. Furthermore, as the study's findings

plainly demonstrate, the majority of responders were from the STEM strand. The

respondents agreed on their attitudes and motives for code switching. The majority

of responders had great academic performance in English. Indicating that code

switching can have a big impact to students and also have positive impacts to the

attitudes of students towards it.

“Code-switching has positive effects on both learners and teachers. It helps

learners understand difficult aspects of the lesson as well as enabling them to

participate in lessons. It also helps them in making connections to their prior

knowledge. It helps with classroom management. Learners are also able to

express themselves without the fear of being stuck. Learners in rural areas have

problems in English therefore when they speak, they are able to translate difficult

sentences into their mother tongue” (Nkengbeza D. et al…2018). An excessive

amount of code-switching can be harmful to a person's mental health since,

although it may be necessary, it can also wear people out. People who code-switch

may be labeled by societies as "acting white" or "trying to be western," which can

have negative psychological effects and discourage someone from learning many

languages Code-switching could lead to language loss when practiced a lot. “For

instance, when a Japanese use English for most purposes, it would lead the person

to lose fluency and competency in native language gradually”. Linguistic code

switching: Pros & Cons (2023) https://intelek.com.my.

(Kumar T. et al…2021) “Effectiveness of Code-Switching in Language

Classroom in India at Primary Level: A Case of L2 Teachers' Perspectives”. The

study addresses how students practice code-switching in English classes,

emphasizing that they do so to finish tasks, interact with others, and show

cohesiveness within the group. The topic matter and the presence of certain

people, such professors and students from diverse backgrounds, are the main

causes of code-switching. While code-switching helps students overcome their

poor vocabulary in English, it can also have a negative effect on their English

competence. To increase their proficiency and get them ready for interactions in

the real world, teachers should push their students to speak the language more

often.

In Bhutan, code-switching is frequently employed in the classroom to make

concepts clear and promote a positive learning atmosphere. It is, nevertheless,

viewed as an obstacle to acquiring the target language, which could cause the

dominating languages to disappear. The essay recommends that code-switching

should not be encouraged in language courses, despite the fact that it plays an

important role in learning. English should continue to be the major language of

communication in English language classes, despite the tiny but considerable

influence of bilingualism on language instruction.

Geagonia J. (2022) “Code switching in teaching elementary English”. This

study looked at the use of code-switching in grade six English classrooms at a

public primary school in order to create an instructional strategy that would improve

students' performance. The researchers collected data by descriptive and quasi-

experimental approaches, including random sampling. The findings showed that

code-switching improved pupils' performance across a variety of communication

abilities. Specifically, students improved from satisfactory to excellent in listening,

from "did not meet expectation" to reasonably satisfactory in speaking, and from

satisfactory to extremely satisfactory in reading. However, their writing abilities

remained poor, and their performance did not reach expectations even after the

intervention. This study demonstrates that code-switching can be a useful

educational method. It can increase comprehension and communication abilities,

potentially leading to better academic success. However, it also emphasizes that,

while code-switching may assist some areas, such as listening and reading, it may

not address all language ability gaps, such as writing.

(Khan F. et al…2022) “English 2. Analyzing the Role of Code-Switching in

Cultivating Foreign Language Learners’ Listening Skill in Trilingual Situations”. This

study looked at how code-switching, specifically at the BS level in the Multan area,

improved the listening abilities of foreign language learners in trilingual settings. A

methodical questionnaire was employed to gather information. Results show that

code-switching is crucial for L2 learners to comprehend English teachings, helping

with comprehension and memory retention. According to the participants, code-

switching enhances listening skills, especially when acquiring challenging

vocabulary or adhering to instructional guidance from teachers. According to the

study, most students had a favorable opinion of code-switching and acknowledged

its advantages for clear communication. Interestingly, despite code-switching's

acknowledged value in the learning process, learners frequently employ it

unknowingly.

(Agna A. et al… 2022) “Exploring Code switching Occurrences in an Online

English Language Learning in a State College, Philippines”. The study examined

the several kinds of code-switching that AB EL5 pupils utilized, and tag switching

was shown to be the most common type. In order to demonstrate respect or bridge

speech breaks, Filipino interjections or tags like "po," "ano," and "yung" are

frequently included into English sentences. "Po" is used as a term of respect in

phrases like "Good afternoon po. Am I audible po, Ma'am?" Code-switching occurs

naturally in the Philippines, a multilingual nation with over 170 languages spoken.

It is frequent in everyday conversation and many media forms, leading to the birth

of words like "Taglish" to reflect the common mingling of English and Tagalog.

Code-switching, sometimes referred to as pedagogic or classroom code-switching,

is a popular technique that promotes learning and communication in classrooms.

The study also looked at how code-switching was considered to affect students,

and it found three important areas: enhanced critical thinking abilities, more

participation in class, and a steady growth in English language ability.

Villarin S. & Emperador E. (2023) “Factors, Forms, and Functions of Code

Switching on English Achievement among Grade 11”. The study discussed how

code switching affected the English proficiency of Grade 11 Humanities and Social

Sciences students. The reasons, forms, functions, and frequency of the students'

code switching were determined using a quantitative study design, and a

correlation between the students' achievement in English and their code switching

was established. The necessary information was gathered by a survey

questionnaire, and the Pearson correlation was utilized to ascertain the connection

between the students' proficiency in English and their code-switching behavior. The

study's findings demonstrated that word loss, exposure to both English and

Cebuano, comfort, and ignorance of comparable English keywords or phrases

were the main causes of the students' English-Cebuano code switching. "The study

found out that the most common form of the students' code switching was extra-

sentential or tag switching. Furthermore, the findings showed that the prevalent

functions or usage of students' code switching were quotation, addressee

specification, interjection, message qualification, personalization, clarification, and

facility of expression. Generally, the students rarely code switched and they have

very satisfactory English achievement. It was found out that the students' code

switching has no significant relationship with their English achievement".

(Villaabrille I. et al… 2024) “Comparing students’ attitude towards code

switching”. The study investigated the differences in students' attitudes toward

code-switching based on age, gender, and ethnicity using a non-experimental

quantitative design and stratified random sampling. Data from 200 respondents

were gathered using validated survey questionnaires. Results indicated that

students frequently exhibit a positive attitude toward code-switching, with no

significant differences across demographic profiles. Despite this, the study

highlights the value of integrating code-switching into educational practices to

enhance linguistic flexibility and communication

Olitres, J. (2023). Polar Influence of Code-Switching on Oral

Communication Skills: The Case of Philippine Cebuano-Visayan Bilinguals. This

study looks into the impact of code-switching (CS) on the oral communication

abilities of bilingual Cebuano-Visayan Senior High School students at the

University of Cebu - Banilad. The study intends to contribute to the continuing

discussion over whether computer science has a beneficial or detrimental impact

on language ability. Over the course of a month, real-life conversations in English

classrooms were recorded using a case study approach with nine participants, and

data were augmented by interviews and observations. The data show that, while

CS has a negative impact on students' oral communication skills in morphology,

phonology, and syntax, it also increases their strategic competence. Thus, CS has

a beneficial and bad impact on students' oral communication skills.

Code switching has 3 types. Inter-sentential switching occurs between

sentences or at sentence boundaries, like in "Tugasku sudah selesai. I'm going to

sleep now," where each sentence is in a different language. Tag-switching involves

inserting a tag phrase or word from one language into an utterance that is otherwise

in another language, like "Bunganya bagus, isn't it?" Intra-sentential switching

occurs within a single sentence, switching at the level of clauses, phrases, or words

without changing the grammatical structure, like "Kamu pasti tau I like the pink

one." Kepri, A. (2022). “The types and factors of code switching in “english Time”

course.”

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

Language Practices of Filipino Teachers in English Language Classrooms”. This

study investigated the language practices of two bilingual Filipino teachers in

English language classrooms. The findings indicated that teachers employed code-

switching for various pedagogic purposes. Analysis at the sentential level revealed

that intra-sentential, inter-sentential, and intra-word code-switching were the most

commonly used types, whereas extra-sentential code-switching was not utilized.

At the pedagogic-functional level, the teachers primarily used code-switching for

instructional or content acquisition purposes. They occasionally code-switched for

reformulation and facilitation but rarely for language acquisition and habitual

reasons. The study recommends further research through intensive classroom

observations to gain a deeper understanding of teachers' language practices.

Nazri S. & Kassim A. (2023) “Issues and Functions of Code-switching in

Studies on Popular Culture: A Systematic Literature Review”. This research

reviews studies on code-switching in popular culture, focusing on its usage and

functions across different genres. Using the PRISMA framework, the review

analyzed literature from five major databases with search terms combining code-

switching and popular culture. The findings highlight key issues such as identity,

meaning construction, persuasion in ads, and language styles. It also identifies key

functions of code-switching like speech accommodation, emotional expression,

and identity marking. The review underscores the complexity and versatility of

code-switching in popular culture and offers insights into its role in interpersonal

and social discourse.

Terogo, I. (2023) “Perceptions of Pre-service Teachers on Code-switching

in Bahasa Indonesia to English or Cebuano to English.” This article investigates

the attitudes of Filipino and Indonesian pre-service teachers regarding code-

switching between Cebuano or Bahasa Indonesia and English. This quantitative

study, based on Canagarajah's Global English and other theories, described the

languages used as well as perceptions of code-switching. The study contrasted

the perceptions of Filipino and Indonesian pre-service teachers about

codeswitching and found that both groups preferred language use. It was
discovered that the responders were bilingual teachers. Furthermore, both groups

agree that teaching in only one language is ineffective, that teaching in both

languages is preferable and simpler to understand, that mixing both languages

does not weaken the other, and that codeswitching helps in higher grades. Almost

all respondents prefer to teach English using code-switching. As a result,

empowered use of the local language and established teaching of a World English

variant specific to the Philippines and Indonesia can benefit pre-service teachers

in their future teaching careers.

Gerungan, F. et al… (2020). The purpose of this study is to examine the

many types of code-switching and clarify the messages that educators and

learners of English in the classroom intend to express through these forms. The

English words and sentences that were used as code-switching examples in the

classroom were unitized, categorized, explained, and interpreted in order to

examine the data that had been gathered. The results show that there are three

types of code-switching that have been observed: extrasentential, intersentential,

and tag-switching. The context or phrase structure determines the meaning of

these forms or sentences. It is anticipated that this study will advance the subject

of sociolinguistics and inspire more research to improve the English language

acquisition process.