[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589159-105":59,"doc-detail-589159-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","written-and-oral-codeswitching-prevalence-functions-and-didactic-implications-in-esl-context","WRITTEN AND ORAL CODESWITCHING PREVALENCE: FUNCTIONS AND DIDACTIC IMPLICATIONS IN ESL CONTEXT","","The study examines written and oral codeswitching prevalence in an ESL context, focusing on the functions and purposes of L1-to-L2 alternation in classroom communication. It argues that existing work has not formalized a theory describing how L2 interlocutors’ prior occurrence patterns contribute to novelty. Quantitative analysis is used to frame constructive aspects of codeswitching for communicative competence, including clarity, emphasis, emotion expression, and equivalence, while emphasizing the secondary role of surface glitches. It highlights ESL teachers’ responsibility and L1’s bridging function toward L2 fluency.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/written-and-oral-codeswitching-prevalence-functions-and-didactic-implications-in-esl-context/589159/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/written-and-oral-codeswitching-prevalence-functions-and-didactic-implications-in-esl-context/589159.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s main focus regarding codeswitching in ESL classrooms?","Question",{"text":112,"@type":113},"It explores how codeswitching from L1 to L2 serves hidden purposes and functions in communication, emphasizing constructive contributions to communicative competence in ESL settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What functions does codeswitching serve according to the study?",{"text":117,"@type":113},"Codeswitching is used for clarity, emphasis, emotion expression, and equivalence in most cases, supporting effective understanding during interaction.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper frame the role of ESL teachers and L1 in achieving L2 fluency?",{"text":121,"@type":113},"ESL teachers play a key role in raising students’ communicative competence, and L1 is presented as a bridge that helps learners reach L2 fluency.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589159,1792883949,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","DOI: 10.20535/2410-8286.257173  \nWRITTEN AND ORAL CODESWITCHING PREVALENCE: FUNCTIONS AND DIDACTIC IMPLICATIONS IN ESL CONTEXT  \nMichael Estremera  \nSorsogon State University, Philippines  \n[michael.estremera@deped.gov.ph](michael.estremera@deped.gov.ph)  \nSherill Gilbas  \nSorsogon State University, Philippines  \n[sheriillgilbas@gmail.com](sheriillgilbas@gmail.com)  \nDespite longitudinal studies conducted along written and oral codeswitching linguistic prevalence considering ESL context, none of the ensuing studies has attempted to propose a theory delineating the preceding occurrence committed by L2 interlocutors which add to the novelty aspect of this paper. The quantitative analysis redounds to the formation of philosophical data on the constructive aspects associated to codeswitching occurrence in ESL classroom despite its adverse impressions in the context of pedagogy. This paper predominantly explores codeswitching from L1 to L2 in a multifaceted milieu as it has hidden purposes and functions along the channels of communication. For instance, codeswitching for equivalence (Mam the villain in the story is “masama”, because uhmmm…. She done bad thing to the main character) . After careful scrutiny, the study emphasizes that the highlighted linguistic prevalence should uncover its positive aspects for communicative competence sake. The paramount goal must always be the understanding of the text and glitches along the channels of communication must be deemed secondary. This practice has functions and purposes in the context of the interlocutors of the language itself. They do such for clarity, emphasis, emotion expression, and equivalence for the most part. The role of ESL teachers counts a lot to bring the students to a high level of communicative competence. L1 shall serve as a bridge to reach L2 fluency.  \nKeywords: codeswitching; communicative competence; ESL context; grounded theory; 3Cs theory.  \nIntroduction  \nThere are ensuing arguments globally by scholars on how practically L1 influences L2 acquisition such as the studies of Bingjun (2013); De La Fuente & Goldenberg (2020); and Alghazo (2018) . The former accentuates that function of L1 in L2 learning process comprises 6 diverse components: (1) with the behavioural theory to elucidate Second Language Acquisition (SLA) concentrating on the purpose of conditions; (2) to illuminate the interaction of SLA, highlighting communication and social prerequisites;(3) to expound the SLA with the cognitive theory, accentuating the logic and thinking procedures; (4) with the nativist theory or biological theory to explicate SLA, underscoring the inherent genetic capacity; (5) to accentuate the learner and learning strategies. (6) L1 transfer in L2 acquisition of phonetics, lexicology, syntax, semantics as well as pragmatics. De La Fuente & Goldenberg (2020) explored whether L2 classroom instruction that integrates a principled methodology into the use of L1 by students and teachers has an impact on beginning learners’ progress of L2 speaking and writing adeptness as likened to L2 instruction only. Findings reveal that courses under both conditions spurred improvements in speaking and writing. As for Alghazo (2018), the value of using the L1 as a teaching resource may be explicitly relayed to L2 teachers in training courses and workshops in order to equip teachers with the required skills to successfully undertake a teaching assignment. Her findings may help increase the awareness of L2 teachers and enable them to benefit from strategic L1 usage as another valuable teaching method when providing L2 instruction, and, at the sametime, to be cognizant of how to avoid any negative consequences stemming from L1 overuse. To supplement, Storch & Wigglesworth (2003) underscores that the use of learners’ L1 in L2 education has been a controversial issue. Language learners are usually discouraged to use their L1 during interactions and classroom activities with the belief of less likeliho","cbCaiaElECjILBik","https://ap.wps.com/l/cbCaiaElECjILBik","pdf",590158,11,"English","# Introduction\n## L1 Influence on L2 Acquisition\n## Policy and Instructional Context in the Philippines","[{\"question\":\"What is the paper’s main focus regarding codeswitching in ESL classrooms?\",\"answer\":\"It explores how codeswitching from L1 to L2 serves hidden purposes and functions in communication, emphasizing constructive contributions to communicative competence in ESL settings.\"},{\"question\":\"What functions does codeswitching serve according to the study?\",\"answer\":\"Codeswitching is used for clarity, emphasis, emotion expression, and equivalence in most cases, supporting effective understanding during interaction.\"},{\"question\":\"How does the paper frame the role of ESL teachers and L1 in achieving L2 fluency?\",\"answer\":\"ESL teachers play a key role in raising students’ communicative competence, and L1 is presented as a bridge that helps learners reach L2 fluency.\"}]","WRITTEN AND ORAL CODESWITCHING PREVALENCE: FUNCTIONS AND DIDACTIC IMPLICATIONS IN ESL CONTEXT | PDF",1792066664,28]