Copyright (c) 2025 Vision Antataura
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This study explores the code-switching phenomenon among third-year English majors at a public university in Azuero, Panama. Code-switching, the alternation between Spanish and English, is not seen as a deficiency but rather as a natural strategy employed by students to improve understanding, communication, and linguistic confidence. Based on surveys conducted with 21 participants, the research shows that this practice is more frequent in social settings, though it also plays a vital role in academic contexts, especially when explaining complex ideas. Students view code-switching positively, considering it a practical tool that facilitates expression and strengthens peer interactions both inside and outside the classroom. The findings suggest that this bilingual behavior reduces anxiety and promotes a more inclusive learning environment. The study encourages educators and curriculum developers to rethink their pedagogical approaches by recognizing code-switching as an asset rather than a hindrance to English language acquisition.The research provides empirical evidence of the cognitive, emotional, and social functions of code-switching, highlighting its relevance in bilingual and multicultural academic environments. Embracing this practice as part of students' communicative resources is essential for designing more effective and student-centered language instruction.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
