Different language users mostly use code-switching. This diversion from the language of instruction to the language that accommodates is said to have specific effects on learning and teaching. This paper investigates the language practices of Filipino college teachers of English and their college students during instruction in English language classrooms in virtual classes. It made use of the qualitative type of research using content analysis. Audio-recorded classroom discussions of teachers and students were used to gather data on the types of code-switching and pedagogical functions performed by the participants in virtual class discussions. Conversation analysis was used to quantify and identify the teacher’s language use in the audio recording of student-teacher interaction in the classrooms in the first phase; a stimulated recall interview was used in the second phase to investigate the teacher code-switching practices. The main findings revealed that most teacher-participants code-switch at the intra-sentential level and least codeswitch at the extra-sentential level. Moreover, student participants mostly performed intra-sentential code-switching and seldom code-switch at the extra-sentential level. This study also revealed that the pedagogic functions performed by the teacher-participants often apply predominantly to instructional content acquisition. Another finding on the positive effects of code-switching shows that it enables students to express their ideas clearly. On the other hand, an interesting result revealed that code-switching could also lead to miscommunication and abuse of the use of the mother tongue.  Therefore, it is argued that codeswitching in virtual classes helped students and teachers immensely with their discussions in the English language course.

Keywords: Code-Switching, Pedagogic Function, English Language Classroom, Virtual Classes, English Classroom Environment.

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