Classroom code-switching attitudes among College of Education students at Isabela State University

Code-switching, the alternation between languages during communication, is a widespread practice in multilingual societies like the Philippines. Its role in academic settings has long been debated, with scholars questioning whether it enhances or hinders students’ performance. However, there remains a gap in understanding how students’ attitudes toward classroom code-switching relate to their scholastic achievement, particularly among teacher education students who are future classroom practitioners. This study assessed the attitudes of College of Education students at Isabela State University–Echague campus toward classroom code-switching and examined its differences in their profile variables. Using a descriptive-survey design, data were collected through a structured questionnaire administered to students across year levels. The responses were analyzed using frequency counts, mean scores, and comparative statistical methods. Subsequently, students generally perceive classroom code-switching as beneficial, aiding comprehension and facilitating classroom interaction. Female students emphasized their role in authentic self-expression, while second-year students associated it more strongly with honesty and emotional openness compared to other groups. Thus, while code-switching may not directly influence academic achievement, it contributes to inclusivity and expression, emphasizing its pedagogical value in higher education.