Code Switching and Code-Mixing among Students in a Multicultural Classroom Setting: A Discourse Analytic Study

This study examines the patterns and functions of code-switching and code-mixing among Grade 10 students in the Special Program in the Arts at Bangcud National High School, Philippines. Using a qualitative design and discourse analysis, data from focus group discussions and interviews with 31 students revealed that inter-sentential switching (45.7%) was most frequent, followed by intra-sentential (28.6%) and tag-switching (25.7%). These practices enabled students to clarify meaning, express identity, and build peer relationships. Findings also show that English proficiency often correlates with leadership roles andacademic perception, reinforcing classroom hierarchies. The study highlights the importance of supportive, multilingual learning environments that validate students’ linguistic resources. It advocates for pedagogical approaches that embrace language diversity to foster inclusion and academic success.