Code-switching in Philippine English Classrooms: A Systematic Review of Pedagogical Functions and Outcomes (2005–2026)

Abstract

This systematic review synthesizes empirical studies on code-switching in Philippine English classrooms published between 2005 and 2026, focusing on its pedagogical functions and learning outcomes. Guided by the PRISMA 2020 framework, studies were identified through searches of major international and local databases, yielding 38 eligible studies for narrative synthesis. The review aimed to (1) identify the predominant pedagogical functions of code-switching and (2) examine its effects on cognitive, linguistic, and affective outcomes. Findings indicate that code-switching functions in three main domains: instructional (clarification and scaffolding), managerial (classroom organization), and interpersonal (rapport-building and anxiety reduction). Evidence consistently supports cognitive and affective benefits, particularly improved comprehension, engagement, and communicative ease. However, findings on academic achievement and English proficiency remain mixed, largely due to methodological variability and reliance on perception-based measures. The review concludes that code-switching is most effective when used strategically while maintaining English as the primary medium of instruction. Further longitudinal and experimental studies are recommended to clarify its long-term impact on language development.