Code Switching Dynamics of College Instructors in Online English Language Learning

Abstract

This study investigates the types and functions of code-switching utilized by college instructors in online English Language Learning (ELL) classes through a phenomenological research design. The selection criteria targeted faculty members handling Bachelor of Arts in English Language Studies major courses at Camarines Sur Polytechnic Colleges. Data saturation was achieved with four (4) purposively sampled instructors. The methodology included video recordings and in-depth semi-structured interviews. Content analysis identified three types of code-switching—Tag-Switching, Intra-sentential, and Intersentential—using Poplack’s framework. Tag-Switching was the most frequent with 87 occurrences, followed by intra-sentential with 41 frequency counts, and the least is intersentential with only 4 counts. Thematic analysis, based on Ferguson’s framework, revealed that code-switching aids curriculum access, classroom management discourse, and interpersonal relations. Sub-functions were noted and these included CS for clarifying real-life examples, ensuring student comprehension, providing task instructions, reprimanding, and giving compliments and advice. The study highlights code-switching's role in promoting bilingual and multilingual education, fostering inclusive learning space, and supporting learners’ engagement and understanding.