Code-Switching in Two Colleges of a Philippine State University

Over the years, various views on second language teaching and learning have sprouted and have been the focus of discussion in academic fora and research. Especially notable is the major shift in perspective which is focused on the development of a more empirical approach to the teaching and learning of a second language (L2) (Nunan, 2010). Because of this, genuine explosion in the number of data-based studies in the field has been remarkably noted. These studies include new ways of addressing concerns and issues by looking critically into the nature of the second language, that is, in this context, English; by investigating closely the learners of English as a second language (ESL); and by exploring significantly the learning process of second language acquisition (SLA). Filipinos belong to specific ethnolinguistic groups who use their own native languages and who speak a national language, Filipino and a foreign language, English as second language; and opportunities for research on ESL is great. In fact, it is the multilingual state and capability of Filipinos that continue to draw the attention of language policy makers, educators, researchers, and even the state leaders.