Corpus-Based Analysis of Code-Switching in the Teaching of Tertiary-Level English Courses

Abstract

This study researches the frequency, form, and function of code-switching in the context of university-level instruction of English language specialization courses. By collecting a corpus from eight (8) English language teachers in a State University, instances of code-switching were analyzed using Poplack and Sankoff’s Typology for frequency and forms of code-switching, and Borlongan’s typology for its functions. The results indicate that even as teachers have the requisite English language proficiency and educational requirements for handling University-level instruction, code-switching is practiced in varying degrees, for different functions by the teachers. For frequency, most of the code-switching done by teachers is from English to Filipino, with several instances of Filipino to either Pangasinan or Ilocano. Smooth code-switching, on the other hand, is the most dominant form, accounting for more than three-fourths of the instances, and voluntary code-switching for stylistically-driven formulation is the most dominant function utilized. The findings underscore the need for pedagogical frameworks that utilize code-switching to ensure optimal learning outcomes while maintaining the linguistic integrity of instructional delivery. This study contributes to discussions on bilingual education, offering insights for curriculum design and teacher training programs aimed at maximizing multilingual communication strategies in higher education.