ManuScript Details
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Paper Id:
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IJARW2824
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Title:
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THE ROLE OF CODE-SWITCHING IN PROMOTING UNDERSTANDING AND INCLUSIVITY IN MULTILINGUAL CLASSROOMS
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 7 Issue 5 |
| Pages: |
12
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| Published On: |
11/26/2025 2:56:13 AM (MM/dd/yyyy) |
Main Author Details
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Name:
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MARJORIE QUEVEDO |
| Institute: |
Central Mindanao University |
Co - Author Details
| Author Name |
Author Institute |
| Joanne E. Bermillo |
Central Mindanao University |
Abstract
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Research Area:
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English language |
| KeyWord: |
Code-switching, Inclusivity, Multilingual Classrooms, Pedagogy, Understanding |
| Abstract: |
This study explored the role of code-switching in promoting understanding and inclusivity in
multilingual classrooms, focusing on first-year Criminology students at Valencia Colleges (Bukidnon) Inc.
A mixed-methods approach was used, combining discourse analysis of classroom interactions with survey
data to examine how code-switching supports pedagogical and communicative functions. The qualitative
data, drawn from two classroom observations, revealed that teachers and students frequently used intersentential, intra-sentential, metaphorical, tag, and conversational code-switching. These linguistic shifts
served to explain abstract concepts, activate prior knowledge, validate student responses, and foster
emotional comfort. Teachers alternated between English and Cebuano intentionally to scaffold learning,
clarify content, and build rapport with learners.
Quantitative findings from a validated survey instrument indicated that students generally perceived
code-switching as highly beneficial in enhancing lesson comprehension and promoting inclusivity. The three
dimensions, understanding, inclusivity, and overall perception, yielded high mean scores, suggesting strong
agreement among respondents. Students also reported greater confidence, engagement, and a sense of being
valued when their native language was incorporated alongside English.
Thematic analysis reinforced these insights, showing that metaphorical and conversational codeswitching fostered a culturally responsive and emotionally safe classroom environment. Anchored in
Gumperz’s Sociolinguistic Theory, Krashen’s Affective Filter Hypothesis, and Poplack’s Code-Switching
Typology, the study underscores the pedagogical and socio-cultural significance of code-switching. The
study concludes that, when applied purposefully, code-switching can transform multilingual classrooms into
inclusive spaces that support both understanding and academic growth.
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Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.
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IEEE
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MARJORIE QUEVEDO, Joanne E. Bermillo , "THE ROLE OF CODE-SWITCHING IN PROMOTING UNDERSTANDING AND INCLUSIVITY IN MULTILINGUAL CLASSROOMS", International Journal Of All Research Writings,
vol. 7, no. 5, pp. 222-233, 2025.
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MLA
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MARJORIE QUEVEDO, Joanne E. Bermillo "THE ROLE OF CODE-SWITCHING IN PROMOTING UNDERSTANDING AND INCLUSIVITY IN MULTILINGUAL CLASSROOMS." International Journal Of All Research Writings,
vol 7, no. 5, 2025, pp. 222-233.
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APA
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MARJORIE QUEVEDO, Joanne E. Bermillo (2025). THE ROLE OF CODE-SWITCHING IN PROMOTING UNDERSTANDING AND INCLUSIVITY IN MULTILINGUAL CLASSROOMS. International Journal Of All Research Writings,
7(5), 222-233.
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THE ROLE OF CODE-SWITCHING IN PROMOTING UNDERSTANDING AND INCLUSIVITY IN MULTILINGUAL CLASSROOMS
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