Assessing the Impact of Code-Switching in English as Second Language Classes

Abstract

INTRODUCTION

Code-switching is extensively used in English as Second Language (ESL) classes. Because of the influence of different cultures and trends, the choice of what language to use is more often considered to convey a message in a non-monolingual approach. In the local setting, teachers come up with their own styles of delivering lectures and sharing ideas in a multilingual manner. Determining the impact and effectiveness of code-switching in terms of student learning is not thoroughly examined among the 21st-century students commonly called as the "millennials".Thus, this study aims to assess the impact of code-switching in ESL millennial classes. The participants are selected teachers who are handling ESL classes in the junior high school level. The impact of code-switching is assessed by comparing student learning outcomes when code-switching is used and when it is not.

METHODS

Statistical methods were used to determine if there are significant differences between the parameters considered.

RESULTS

This study hypothesizes that there is a significant difference between the student learning outcomes when code-switching is used and when it is not with more acceptable results in favor of code-switching.

DISCUSSIONS

Nevertheless, code-switching is an acceptable and more effective method in ESL classes as compared to monolingual approaches. Students gained a better understanding when code-switching is used and their learning outcomes are at par as compared when code-switching is not used.