In the real world where everyone communicates to be understood, the ability to speak English has become an advantage of an individual since English has essentially become the ?universal second language? internationally. It is now a common place for many universities across the world to teach courses in English as well the native language of their country. One of the most apparent consequences of this has been the widespread use of code-switching, where multiple languages are spoken in everyday communication. As such, code-switching is often seen as a social as well as a linguistic medium. Code switching isn?t always bad. But as with anything, it should be done in moderation. Allowing code switching as a bridge between familiar and unfamiliar vocabulary often helps students get more comfortable conversing spontaneously in the target language. Students just feel more comfortable when they?re addressed in their native language, and it makes it easier to build relationships with them. This paper attempts to demonstrate the impact and effects of code-switching in bilingual classes such as teaching Physical Education. As Baker (2007) emphasized, users of code-switching show impressive cognitive, linguistic, and social skills. In his view code-switchers may be preserving the meaning of their original statement by overcoming the lack of a suitable word in the second language (Baker, 2007: 56-57). After this study was conducted and documented, it was found that there was a significant difference in teaching Physical Education using English and Taglish as a medium of instruction. A large number of situations are considered to be causes of code-switching, one of which is linked to gaps in students? linguistic ability. Often the target language simply does not have the exact word needed in order to maintain a discussion smoothly, and code-switching is necessary.

code switching

Taglish

Controlled

Experimental

Bilingual