THE USE OF CODE–SWITCHING AMONG HIGH SCHOOL STUDENTS

  ABSTRACT : This study explored the use of code-switching among high school students in Olongapo City who engage in code-switching during class discussions. Using a qualitative approach, the research aimed to understand the motivations, perceived challenges, and potential solutions related to this practice from the students’ perspectives. The study involved 18 students from three public secondary schools in Olongapo City, selected using purposive sampling. Data was collected through a structured in-depth group discussion and analyzed using thematic inductive analysis. The findings revealed that students’ code-switching experiences are driven by a complex interplay of cognitive, social, and emotional factors. Three main themes emerged regarding their experiences: “Experiencing difficulty in expressing oneself,” “Experiencing varied environment and surrounding,” and “Explaining to classmates”. Reasons for code-switching were categorized into three themes: “Cognitive and Pedagogical Tool,” “Academic Pressure,” and “Group Identity”. Students reported using codeswitching to overcome linguistic struggles like limited vocabulary and a lack of grammatical knowledge, to manage nervousness and fear of humiliation, and to foster a sense of belonging with peers. The study also identified significant challenges, which were grouped into the themes of “Communicative Competence,” “Academic Factor,” and “Confidence Level”. Students reported that code-switching can lead to disorganized sentences, a perceived decline in communication skills, and a lowered sense of confidence, especially when faced with institutional expectations to speak only English and the fear of being judged. In response to these challenges, students’ suggestions for improving communication skills fell into two themes: “Code-Switching as an Accepted Classroom Communication Tool” and “Strategic and Intentional Practice”. They recommended that schools formally accept code-switching to boost confidence, while also recognizing the need to balance its use with dedicated English practice, such as reading, group discussions, and self-talk. This research concludes that code-switching is a dynamic and essential communicative strategy for high school students. It is a tool for problem-solving and a means to achieve clarity, comfort, and group identity, rather than a sign of laziness.