Teaching Between Tongues: Exploring Code-Switching Among English Educators in Cebu and Masbate

Abstract

This study explores the perceptions and challenges of English teachers in the Visayas and Bicol regions regarding their use of code-switching in classroom instruction. Through thematic analysis of semi-structured interviews with basic education and tertiary-level English teachers in Cebu and Masbate, the study identifies key motivations for code-switching, teachers' perceptions of its role in language learning, the challenges encountered, and the influence of institutional policies. Grounded in Giles’ (1993) Communication Accommodation Theory and Vygotsky’s (1982) Sociocultural Theory, the findings reveal that code-switching is primarily used to facilitate comprehension and enhance student engagement. However, teachers hold varying views on its impact on language acquisition and development. Challenges include balancing language use while maintaining English proficiency, and institutional policies significantly influence teachers' code-switching practices. Furthermore, the study situates code-switching within the framework of sociolinguistic identity and communicative competence, underscoring its role in fostering inclusive and contextually relevant learning environments. The implications of these findings suggest that rather than being a linguistic deficiency, code-switching serves as a valuable pedagogical tool that enhances bilingual and multilingual education. This research contributes to the broader discourse on language contact, bilingual education, and the sociolinguistic dynamics of classroom interaction in multilingual societies.