UNIVERSITY OF CAGAYAN VALLEY

(formerly Cagayan Colleges Tuguegarao)

BALZAIN CAMPUS, TUGUEGARAO CITY, CAGAYAN VALLEY, PHILIPPINES 3500

BALZAIN CAMPUS: (078) 844-4215; (078) 844-1147 (Trunk Line) (078) 844-
8978– (Fax)
e-mail address:[email protected]•website: ucv.edu.ph

GRADUATE SCHOOL

CONCEPT PAPER

TITLE: THE IMPACT OF CODE-SWITCHING ON

Working title of the VOCABULARY ACQUISITION OF ENGLISH
research. LEARNERS AT UNIVERSITY OF CAGAYAN VALLEY
Introduction Language plays an important role in our
Background of the Study: lives, because this is what we use in
 Briefly discuss the everyday communication, we also use
context and language as a medium of instruction in
significance of the our everyday teaching. But in our
topic. (max. 300 words) country, most of us are language
conscious especially when it comes with
the use of English Language. Filipinos
consider it as their second language as
it is commonly used by people of all
ages, whether in formal or informal
discussions. However, nowadays mixing
the English Language with other
languages became a habitual practice
with some speakers of the language, and
this most actually happen in a
classroom setting. And this
termed as code-switching, meaning the
use of two combined languages used in
one communication to create an
effective idea or thought. Wherein,
“code” is a term used to describe a
language or dialect.
Al-Qaysi (2019) defined code-
switching as the combination of terms
or phrases from two languages during
the course of speaking or writing.
Other authors also define code-
switching as the practice of
alternating between two or more
languages or dialects within a
conversation or discourse. Speakers
tend to code-switch in a conversation
in order to deliver their ideas in the
language that is easy for them to
express what they are going to imply.
This strategy is also used for them to
let their listeners understand well
what they are implying.
In the classroom, code-switching
is sometimes done when students are
having hard time to express themselves,
but sometimes teachers did too for the
benefit also of the students to better
understand the lesson. This linguistic
practice is often observed among
English learners who incorporate their
native languages in communication,
either consciously or subconsciously.
In this case, students must be
proficient on the use of English
language, as this is the international
language and it should be utilized by
students in constant interaction and
communication, particularly in English
classes, so that they are exposed on
the use of this language. This
linguistic practice is not merely a
reflection of language proficiency but
also serves as a strategic tool for
communication, identity expression, and
social interaction. The role of code-
switching in language learning has a
significant attention in the field of
applied linguistics. Some views code-
switching as a potential hindrance to
language acquisition, but others also
argue that it can facilitate learning
by providing cognitive and contextual
support.
Here in Cagayan Valley, people
use many languages and vernacular
dialects like Iloco, Itawes, Malaweg,
Ybanag, Filipino, English and many
more. In the University of Cagayan
Valley, despite the directive use of
English as a medium of instruction and
communication, students do not always
use English to communicate their
thoughts and opinions, that’s why they
used to code-switch to express their
thoughts and opinions. Since the
students came from different diverse
linguistic backgrounds and so they
often engage in code-switching as part
 of their daily communication.
The aim of this study is to
investigate the impact of code-
switching on the vocabulary acquisition
of English learners in their academic
setting. By examining the patterns and
contexts in which code-switching
occurs, this study seeks to understand
how this practice influences the
learners’ ability to acquire and retain
English vocabulary. This will explore
whether code-switching serves as a
bridge to understanding and
internalizing new vocabulary, or if it
acts as a barrier that limits exposure
to and practice of the target language.
Understanding this relationship could
provide insights into effective
teaching strategies and language
policies in multilingual settings.

Problem Statement Research questions: The main objective

 Clearly articulate the of this study is to investigate the
research problem and impact of code-switching on the
the gap that the study vocabulary acquisition of English
aims to address. learners in their academic setting at
University of Cagayan Valley.
Specifically, it seeks to answer the
following questions:
1. How frequently do English learners
engage in code-switching?
2. What is the relationship between code-
switching and vocabulary acquisition
among these learners?
3. What are the perceptions of students
and teachers regarding the role of
code-switching in vocabulary learning?

Research gap: Despite extensive research

on the role of code-switching in language
acquisition, few studies focus on its
specific impact on vocabulary acquisition
among university students in the
Philippine context. There is limited
empirical data exploring the relationship
between code-switching and vocabulary
learning strategies in higher education,
especially at University of Cagayan
Valley. Furthermore, the cultural and
 linguistic dynamics unique to Filipino
bilingual learners remain under-
researched, leaving a gap in
understanding how code-switching can be
optimized as a pedagogical tool.

Significance of the Study This study will provide valuable insights to

 Explain the importance the following:
of the study and its  Policymakers- the result of the study
potential contributions will help them develop guidelines to
to the field, support language in educational
stakeholders, or institutions.
society.  Linguists- the result of the study will
help them gain deeper insights into
bilingual and multilingual language
processing.
 UCV Administration- the findings may
inform university policies on bilingual
education and the use of code-switching
in the classroom, aligning with the
linguistic needs of Filipino learners.
 Educators- it will equip teachers with
knowledge to better navigate multilingual
classrooms, especially in culturally
diverse and bilingual settings.
 Students- By understanding the benefits
of code-switching, students may develop a
more positive attitude toward using their
native language as a bridge in mastering
English vocabulary.
 Researchers- The study contributes to the
growing body of knowledge on the role of
code-switching in second language
acquisition, particularly in the
Philippine context.
 Future Researchers- The research can
serve as a basis for further
investigations into the impact of code-
switching on other aspects of language
learning, such as grammar, pronunciation,
and writing skills.
Scope and Delimitation
 Define the boundaries This study focuses on the undergraduate
of the study (e.g., English learners of University of Cagayan
location, participants, Valley. It examines their uses of code-
variables). switching in academic and conversational
 Delimitation: Identify contexts and its effects on their English
the exclusions or vocabulary acquisition. The study does not
limitations of the cover other aspects of language proficiency,
 research. such as grammar or pronunciation, nor does
it include learners at other academic levels
or institutions.

Review of Related Code-Switching and Bilingualism

Literature Portes and Hao (1998) mentioned that
 Summarize key studies Code-switching is regarded as one important
related to your characteristic of bilingualism. When
research topic. teachers or learners switch codes, they are
 Identify gaps in the maintaining the L1. L1 maintenance is
literature that your beneficial for cognitive development and
study seeks to address. metalinguistic abilities of bilinguals
 Use proper citation (Portes, 2002; Brice & Roseberry-McKibbin,
formats (APA 7th Ed). 2001; Bauer, 2000; Zelasko, 1998; Cummins,
1984; Van Groenou, 1993; Vygotksy, 1962).
Bilingual children from various language
backgrounds (French English, ChineseEnglish,
German French, and English Spanish) were
found to function at a higher cognitive
level than monolingual children (Portes &
Hao, 1998). Linguists pointed out that
bilinguals tend to have enhanced cognitive
performance because they really understand
the lessons.
Murshad’s (2002) study suggests that in
earlier school years, the use of L1 in the
classroom through codeswitching practice is
necessary for the development of L2. As the
bilingual skills of children directly impact
their accomplishments, these children need
both L1 and L2 to achieve their objectives
and to fulfil the requirements of the tasks
set in their classroom. In a study done in
1980 in San Diego, fluent bilinguals
outperformed limited bilinguals and English-
only speakers in standardized tests and
grade point averages (Portes, 2002).

Code-Switching in Classroom Context

Brown (2000) defines code-switching as
the act of inserting words, phrases or even
longer stretches of one language into the
other. Based on a study by Liu Aichun in
2003 to investigate teacher’s code switching
between English and Chinese in EFL
classroom, the reason for teachers to code-
switch is for the ease of expression.
Teachers may switch to English for ease of
expression when an English word or
expression has its equivalent in a Chinese
term or when its Chinese equivalent is not
easy to be retrieved. For example, a teacher
switches to the English words like “doctors”
and “contrast” for convenience purpose,
instead of searching for their Chinese
equivalents. Furthermore, Aichun also
discovers that teachers switch code when
dealing with unfamiliar vocabularies or
expressions as they want to get the meaning
conveyed and understood by students.
Gumperz (1982) as cited in Aichun (2003)
Another reason for the teacher to code-
switch in the class is for socializing
functions. For example, teachers may switch
to Chinese for interpersonal, to build good
rapport with the students. This is intended
to maintain friendship between teacher and
students. Similarly, merit et al. (1992) as
cited in Aichun (2003) reveals the positive
results from his study involving teachers‟
code-switching practice between English and
Swahili in three Kenyan primary schools. The
main reason they code-switch are for
socializing purposes between teachers and
students, apart from other reasons like
indicating teachers‟ linguistic competency
and reducing learners‟ insecurity.
Mattsson and Burenhult (1999) further
highlights the potential of code-switching
that is based on their study on code
switching in a French foreign language
classroom. The extensive use of code-
switching in teachers‟ interaction with the
students in classrooms are basically because
of affective functions, socializing
functions, repetitive functions, topic
switches and learners‟ linguistic
insecurity. Additionally, David Chen-On Then
(2009) confirms the frequent code-switching
use in the content lessons through his study
on teachers‟ code switching in secondary
English and Science schools in Malaysia.
When teachers need to give explanation on
difficult concepts, they could not do
without Bahasa Malaysia for reiteration to
ensure the message is conveyed to students.

Teacher’s Rationales for Code-Switching

Practice
Sert (2005) Teachers opt to code-switch
for different reasons and purposes, the
teachers‟ use of code switching is not
always performed consciously, which means
that the teacher is not always aware of the
functions and outcomes of the code-switching
process. Therefore, in some cases it may be
regarded as automatic and unconscious
behavior. Nevertheless, whether conscious or
not, it necessarily serves some basic
functions which may be beneficial in
language learning environments. These
functions are listed as topic switch,
affective functions, and repetitive
functions by Mattson and Burenhult (1999).
To have a general idea about these, it will
be appropriate to give a brief explanation
about each function.
Cole (1998) In topic switch cases, the
teacher alters his or her language according
to the topic that is under discussion. This
is mostly observed in grammar instruction,
that the teacher shifts his language to the
mother tongue of his students in dealing
with grammar points, which are taught at
that moment. In these cases, the students‟
attention is directed to the new knowledge
by making use of code switching and
accordingly making use of native tongue. At
this point it may be suggested that a bridge
from known (native language) to unknown (new
foreign language content) is constructed to
transfer the new content and meaning is made
clear in this way as it is also suggested
that “a teacher can exploit students‟
previous L1 learning experience to increase
their understanding of L2”.

Teachers’ and Learners’ Perceptions towards

Code-Switching Practice
Some earlier positive perceptions
towards the use of code-switching by
teachers come from Krashen (1981) as he
states that teachers believe learners‟
anxiety is reduced if they swap the second
language with the mother tongue in the
learning process compared to stressful
environment learners must experience in
“English Only” class as ruled out by the
school authority. Additionally, according to
Krashen, teachers realize that when learners
are too anxious in language learning, they
become defensive which then hampers the
language acquisition. Similarly, teachers
feel that code-switching practice plays a
big role in creating a low-anxiety mood
among learners to encourage them to
participate actively in classroom tasks
(Abad, 2010).
Abad (2010) discovered another
perception about code-switching that it
promotes positive teacher-student
relationships as the code-switching involves
languages understood by both parties. This
is helpful for teachers in dealing with
learners‟ behavior; make it easy to
supervise them for various learning
activities that impart more input to them.
According to Abad, learners have the same
opinion as they view code-switching practice
as a communication tool to link them with
their teachers. This is because they notice
that the interaction between them and their
teachers become very formal if codeswitching
is not allowed. On the other hand, as
grammar is not too strictly considered
during code-switching, learners feel relaxed
and more willing to participate in class
interactions.
The next discovery by Abad (2010) is
that teachers will always try their best to
make their students understand the lesson
and they believe that code-switching
practice is necessary to help the students
in several difficult situations involving
new and complex theory. The practice bridges
the language gap between learners and the
lesson taught in English. However, learners
still prefer English as the medium of
instruction. In their opinion, code-
switching is essential in their
communication with the teachers, however
they are afraid that too much code-switching
during the lesson will distract their
learning process.
Though some people think code-switching
is ineffective, we cannot deny its
advantages towards the learners. From his
research, Schweers (1999) has discovered
that a high percentage (88.7%) of the
student participants felt their mother
tongue should be used in their English
classes. This is supported by Kavaliauskienë
and Janulevièienë (2000) as they reveal that
 86% out of 110 respondents from English for
Specific Purposes (ESP) classes felt their
native language should be used in the
classroom, particularly for explaining
difficult concepts, introducing new
material, defining new vocabulary, and
explaining the link between English and
Lithuanian.
According to Lai (1996), Brice and
Roseberry-McKibbin (2001), and Widdowson
(2003), as cited by Rasouli and Simin
(2016), learners deem code-switching
practice by their teachers as one of
rational approaches in the teaching and
learning process, thus it should not be seen
as the teachers‟ incompetency. However,
Rasouli and Simin‟s (2016) later research
reveals the contradictory finding when their
participants think that the practice clearly
indicate teachers‟ inadequacy of the
language.
Research Design and  Research Design: Descriptive-correlational
Methodology research design will be used to examine the
relationship between code-switching and
 Research Design: Identify vocabulary acquisition of the learners. This
the type of research
method will involve the collection of data
(e.g., qualitative,
quantitative, or mixed to achieve the objective to investigate the
methods) and describe how impact of code-switching on the vocabulary
its use in your study. acquisition of English learners in their
 Participants/Respondents: academic setting at University of Cagayan
Specify the target Valley. Moreover, the researcher will use
population or sample. correlational research using proper
 Data Gathering Tool:
analysis, interpretation, comparisons, and
Describe the tool to be
used. testing the relationship of the variables.
 Data Collection Methods:  Participants/Respondents: The respondents of
Outline how data will be the study were the selected students at the
gathered. University of Cagayan Valley having a
 Data Analysis: Describe subject in English. Random sampling
how data will be techniques will be utilized in the selection
analyzed.
of the respondents.
 Data Gathering Tool: Data will be gathered
through surveys, interviews, and vocabulary
tests. Observations of classroom and
informal language use will also be
conducted.
 Data Collection Methods: The researcher will
 prepare a letter first to be addressed to
the University President that she will be
conducting the study entitled “The Impact of
Code-Switching on Vocabulary Acquisition of
English Learners at the University of
Cagayan Valley” and that she will be
gathering data also to the selected students
at the University. The researcher will also
secure a letter to the IRB for ethical
considerations. After the approval of the
letter the researcher then conducts the data
collection through surveys, interviews and
vocabulary tests. Observations of classroom
and informal language use will also be
conducted. The data that will be collected
will be tabulated, analyzed and interpreted.
 Data Analysis: Quantitative data will be
analyzed using statistical tools, while
qualitative data will be thematically
analyzed.

Expected Outcomes The study anticipates uncovering nuanced

 Describe the potential insights into how code-switching influences
results or implications vocabulary acquisition. It is expected that
of the study. code-switching may have both positive and
 Highlight how the negative effects, depending on factors such
outcomes may contribute as frequency, context, and the learner’s
to theoretical, language proficiency. These findings could
practical, or policy inform strategies to optimize English
advancements. language instruction in multilingual
contexts.
The findings of this study could contribute
to a better understanding of multilingual
education and support the development of
effective teaching practices that address
the unique needs of English learners in
similar settings. By addressing the
interplay between code-switching and
language learning, this research aims to
bridge gaps in existing knowledge and
provide practical recommendations for
educators and language learners.
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Short Bio and Name of Researcher:

 PERSONAL INFORMATION
Name : Jamaica Tapulao de Leon
Date of Birth : August 05, 1999
Place of Birth : Alcala, Cagayan
Civil Status : Married

 EDUCATIONAL BACKGROUND
Elementary : Dalaoig Elementary School (2012)
Dalaoig, Alcala, Cagayan
Secondary : Baggao National High School (2016)
Población, Baggao, Cagayan
Undergraduate: University of Cagayan Valley (2019)
Balzain, Tuguegarao City, Cagayan
Bachelor of Secondary Education-English
Post-Graduate: University of Cagayan Valley
Master of Arts in Education major in English
*Ongoing
 WORK BACKGROUND:
Research Specialist: University of Cagayan Valley June 2022- Present
Part-time Instructor: University of Cagayan Valley 2023-Present

JAMAICA TAPULAO DE LEON

SIGNATURE OVER PRINTED NAME OF PROPONENT