Code-Switching in Language Classrooms of Key Stage 2 Learners: Basis for Designing an Intervention Program

Abstract

It is common for learners to have difficulty comprehending lessons taught in English, leaving them unable to fully participate in class activities and express themselves. Teachers respond to this problem by resorting to code-switching as an instructional approach. Although code-switching is widely used in classrooms, researchers still know comparatively little about its scope, patterns, and roles in classroom interaction. This study explored the use of code-switching as a pedagogical approach in Key Stage 2 classrooms at Bayombong Central School among twenty-two sections and their teachers, using a descriptive-qualitative design with content and thematic analysis. Data were gathered through classroom observations using a data card based on Poplack's typology and through focus group discussions with selected teachers, using purposive sampling. Findings showed that code-switching was used throughout all stages of classroom instruction, with intra-sentential switching the most frequent type (68%), followed by inter-sentential switching (17%) and tag-switching (15%). Code-switching helped establish positive teacher-learner relationships by reducing learners' language anxiety and increasing their self-confidence, and reinforced learning through clarification, vocabulary decoding, and scaffolding of higher-order tasks. These findings informed the development of CODE-BRIDGE, a strategic, year-long intervention program for the relational and instructional use of code-switching in Key Stage 2 English classrooms. Overall, the study establishes that code-switching is a functional and effective pedagogical strategy that supports comprehension, interaction, and learning in multilingual classroom.