Authors

Aliah Lorraine San Pascual
San Jose Community High School
Nicolasa Virata, GMA Cavite, Philippines
Email: aliahlorraine826@gmail.com

John Paul Casanova
San Jose Community High School
Nicolasa Virata, GMA Cavite, Philippines
Email: ilyacsnv@gmail.com

Lauren Jade Sunga
San Jose Community High School
Nicolasa Virata, GMA Cavite, Philippines
Email: laurenjade0507@gmail.com

Robert Niño Ponce
San Jose Community High School
Nicolasa Virata, GMA Cavite, Philippines
Email: robertni.ponce@deped.gov.ph

Shakira Yayong
San Jose Community High School
Nicolasa Virata, GMA Cavite, Philippines
Email: kiraandor1@gmail.com

Abstract

The study examined how San Jose Community High School senior high school students made use of code-switching during a classroom discourse. Also, determine whether the conversations among senior high school students are impacted by the utilization of code-switching. In addition, they analyzed the circumstances that lead these students to switch from one language to another in communication and when they employ code-switching. The researchers examined the importance and significance of employing and utilizing two languages in strengthening and bridging the conversation, its convenience as a communication and pedagogical tool, and its efficiency in a classroom setting. Moreover, they scrutinized its involvement in the performance in a school discourse, the implication of code-switching as a communicative skill, and its significance in terms of expressing ideas. Additionally, they assessed the crucial role of shifting to a more informal or familiar variety to connect with co-students and educators. Due to this topic being rare and infrequently addressed, the researchers increased the level of awareness with regard to the utilization of bilingualism. This study also expands the students’ familiarity with code-switching. Furthermore, the findings in this research may serve as a basis for teachers to better understand students’ linguistic behavior inside the classroom. It may also help educators develop teaching strategies that acknowledge and appropriately apply code-switching to enhance learning and participation during discussions. By recognizing bilingualism in classroom interaction, schools may foster a more inclusive and supportive learning environment for students and teachers.

Keywords: Code-Switching, Bilingualism, Language, Classroom Discourse

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0501824

Recommended citation:
San Pascual, A. L., Casanova, J. P., Sunga, L. J., Ponce, R. N., & Yayong, S. (2026). Beyond borders of language: Effect of code-switching on the senior high school discourse inside the classroom. Pantao (The International Journal of the Humanities and Social Sciences), 5(1), 9144–9156.

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References