Factors affecting teenage bilinguals to code - switch and its effects to writing finale

ABSTRACT

This study aimed to examine the factors affecting teenage bilinguals to code–switch and its effects on writing among the Grade 12 students of Libertad National High School. Twenty (20) Grade 12 students were selected as the respondents of the study in the School Year 2021-2022. Mixed method of quantitative-qualitative research design was used to determine the factors affecting teenage bilinguals (Grade 12 students) to code-switch and its effects in their writing. The finding showed that not knowing the English word (to have a terminology that will compensate for the lack of equal translation) is a factor accounting for 35% of the cases (20 cases in total) of the code-switched elements identified in the data, followed by adding emphasis (to express solidarity) accounting for 25% where code-switching was used by the participants in different contexts. The next most social factors behind the use CS in the present study are as follows: to fill the gap in speaking (20%), avoiding ambiguity and misunderstanding (10%), to express the identity of the group (10%), conveying intimacy (5%) respectively. Additionally, the findings also showed the different effects of code-switching on teenage bilinguals writing. It was discovered in this study that code-switching allows students to perform much better in their writing is a major effect of code-switching found in this study accounting for 50% of the cases (20 cases in total), followed by Code-switching helps the students to express themselves and present pragmatic meanings especially in writing accounting for 25%, poor level of English vocabulary accounting for 15%, and lastly, frequent use of Bisaya (L1) to English (L2) accounting for 10% of the total cases. The present study has contributed to the field of understanding the phenomenon of code-switching and how this phenomenon can influence student ability to acquire and master their second language. It suggests that code-switching has very strong effect amongst teenage bilinguals. Using English as a medium of instruction very strictly without allowing the usage of L1 will prohibit the learning process for so many students.It is recommended that teachers should plan for lessons whose content is geared toward language use in daily life.