World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), pp.441-452
Ferlyn T. Castellejo, LPT
Graduate Studies, Osmeña Colleges, Masbate, Philippines
ABSTRACT
English-Medium Instruction (EMI) is frequently used to improve English proficiency and international understanding. EMI may impair comprehension in multilingual situations when academic information is exclusively in English.
This study examined EMI instructors' Taglish code-switching pedagogy and how they improved students' comprehension in a Philippine senior high school.
A quantitative descriptive design was used. The study used purposive sampling to select 10 Senior High School teachers from Informatics College Northgate, Inc. who have taught EMI for at least one year. Google Forms was used to administer the Taglish Code-Switching Pedagogical Practices (QTCPP) questionnaire. The study used frequency counts, weighted averages, ranks, and percentages.
Taglish code-switching was common. Teachers code-switched always (Frequency Subscale Mean = 4.50) and especially when pupils struggled (M = 4.70). Taglish was used frequently in instructional contexts (Context Subscale Mean = 4.38), with the best results in task and instruction clarification (M = 4.60, Always). Teachers frequently used Taglish to teach complex or abstract concepts (Function Subscale Mean = 4.63, Always). Most comprehension-support practices involved switching to Filipino to check comprehension (M = 4.60, Very Frequently). Teachers strongly agreed that Taglish improves understanding and learning (Overall Perception Mean = 4.48), with the highest level of agreement regarding students' confidence in communicating ideas (M = 4.70).
The findings support translanguaging claims that flexible language practices help create meaning and foster inclusivity in EMI. Instead of deviating from EMI goals, taglish code-switching became a planned instructional infrastructure.
Keywords: English‑Medium Instruction, Taglish, code‑switching, translanguaging, comprehension, senior high school
https://doi.org/10.65494/pinagpalapublishing.244
