Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 41 no. 4 (2025)

The Praxis of Code-Switching: Lived Experiences of Filipino Senior High School Learners Using Lingua Franca

John Paul Monteza | Mickey Añonuevo | Camille Torrevillas | Dezaniah Kyra Orias | Denise Patricia Tamboong | Jeanette Aguilar | Jesson L. Hero

Discipline: Education

 

Abstract:

Code-switching, particularly the use of Taglish as a lingua franca, is a prevalent linguistic practice among Filipino Senior High School learners. With this, it aimed to explore their lived experiences in using code-switching within classroom interactions, focusing on its impact on communication, learning, and social relationships. Using Fairclough’s Socio-Cultural Approach and Communication Accommodation Theory, the study employed a qualitative phenomenological design, following Colaizzi’s Methodological Framework. Four Senior High School learners from one of the private schools in Bocaue, Bulacan, participated in in-depth interviews, with responses categorized into five emergent themes: Determining Linguistic Adaptability Using Filipino, English and Taglish in Classroom Setting, Utilizing Taglish as a spoken language in the Context of personal awareness, Developing an Enhanced Relationship through Filipino, and English, and Mixed Language, Evaluating the Role of Language in Fostering Social Bonding, and Recognizing the Emotional Impact of Using Filipino as a Preferred Language. The findings suggested that learners used code-switching for clarity, convenience, and expression, significantly influencing their self-confidence, peer interactions, and academic engagement. It facilitated comprehension, allowing them to navigate both formal and informal discourse effectively. The study recommended that educators acknowledge the role of code-switching in fostering inclusive and meaningful learning experiences. The school may develop language policies that recognize its practicality while ensuring balanced proficiency in both Filipino and English. Fairclough’s Socio-Cultural Approach analyzed cultural backgrounds and communication mediums, while the Communicative Accommodation Theory examined language and style adjustments based on situational contexts and interpersonal interactions.



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