Classroom Dynamics of a Secondary Physics Class Using Code-Switching

Abstract

The study aimed to identify dominant classroom dynamics, practices, and the teachers’/students’ perceptions toward code-switching in the secondary physics class. It used the qualitative research method through classroom observations and teacher/ student interviews for its data collection. Findings revealed that both English-Filipino and English-Chabacano secondary physics classes were teacher-dominated in terms of classroom dynamics showing the features of: whole-class activity structure, teacher-student interaction, and making judgments/decisions or valuing positions as cognitive level of behavior. The classroom practices in English-Filipino class were highest in involvement (I), average in order and organization (O&O), in rule clarity (RC) and in teacher support (TS) and least in task orientation (TO). In terms of dimension relationships, the English-Chabacano class was dominant in system maintenance and changed dimension. Moreover, interviews revealed that teachers perceived code-switching to have beneficial effects on the teaching and learning process. Its application to teaching needs not be planned but held as a last resort of building motivational activities that will result to meaningful learning experience. Likewise, students perceived code-switching as helpful in making lessons taught manageable and stress-free. Code-switching functions for equivalence, floor-holding, and conflict control. The study recommended that Physics secondary teachers be given training on application of code-switching as their last resort in improving classroom dynamics and thereby enhancing student learning.