Code-Switching Practices of Junior High School Teachers and Learners in English as Second Language (ESL) Classes: Basis in Designing Intervention Program

English language proficiency is a necessary part of the educational process. The Philippines is a culturally and linguistically diverse nation, making second language (L2) acquisition difficult. Essentially, the practice of teaching and studying in two or more languages alternately to facilitate learners' simple absorption of knowledge is known as code-switching. The research employed a descriptive-correlational survey to gather the code-switching practices of the 33 Junior High School teachers and 356 students in English as Second Language (ESL) classes. Additionally, the mean was used in determining the perception of the respondents. Moreover, Pearson’s r was employed to test the relationship between the perception of the respondents on the ESL classes' application of code-switching exercises and their particular code-switching exercises in various areas of language instruction (understanding lesson content, managing discipline, and classroom behavior, and building relationships and engaging learners). The data were collected during the school year 2023-2024. Slovin’s formula was applied in determining the sample size, and subsequently stratified random sampling was used since there were different schools as samples of this study. The instrument used to gather data was a questionnaire on the perceptions towards code-switching practice in English as a Second Language (ESL) classes and the classroom code-switching practices in key areas of language instruction. Frequency, percentage, mean, and Pearson’s r were used to arrive at the correct analysis and interpretation of data. Findings disclosed that teachers and learners with an overall agreement with the statements about code-switching practices in ESL classrooms perceive code-switching as beneficial and necessary in English as a Second Language (ESL) instruction. In terms of code-switching practices in different key areas of language instruction, most frequently, teachers employ language alternation in order to comprehend the lesson material, while students use it always for the same purpose; teachers use code-switching most of the time, and students use it always in managing discipline and classroom behavior; most often teachers and learners use language alternation to cultivate connections and interest students.