Ceasar Ian P. Sabillo, MAEd.
University of the Visayas Colon Street, Cebu, City Philippines
DOI : https://doi.org/10.47191/ijmra/v8-i02-05Google Scholar Download Pdf
ABSTRACT:
This study investigates "gay lingo" as a form of code-switching among educators in junior high school classrooms in the Philippines. Using a qualitative phenomenological approach, it explores the experiences of six educators at the Tangan Integrated School in Barangay Datalbukay, Glan, Sarangani Province, Philippines. Through interviews, the study examined how educators use this linguistic strategy to enhance student engagement, facilitate communication, and promote a positive learning environment. Findings showed that "gay lingo" fosters collaboration, leadership, and conflict resolution among students, resonating with their social dynamics and cultural contexts. Educators reported that flamboyant language captures students' attention and makes lessons more relatable and enjoyable. This study highlights the complexities of language use in educational settings, emphasizing the need for teachers to navigate cultural sensitivities while addressing language barriers. The research contributes to understanding code-switching as a pedagogical tool, advocating for its thoughtful application to improve academic outcomes and student interactions in diverse classrooms. The findings suggest a re-evaluation of language policies in education to embrace inclusive linguistic practices.
KEYWORDS:Code-switching, gay lingo, educators, student engagement, qualitative research, classroom dynamics, inclusive education, language policy, Philippines.
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Volume 08 Issue 02 February 2025
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