Parental Economic and Educational Factors Compelling Code Switching toward English Language

Abstract

This study investigates the influence of parental socioeconomic status (SES) and educational background on code-switching behavior toward the English language among bilingual individuals. By employing a close ended approach, the research explores the intricate relationship between parental economic and educational factors and the propensity for code-switching to English. The data is analyzed through Statistical Package for Social Sciences (SPSS) software to measure mean scores, their difference, and relationship among the variables of the study. The findings reveal statistically significant correlations between parental SES, educational attainment, and the frequency of code-switching occurrences toward English and deeper understanding of the underlying mechanisms driving these correlations, elucidating how parental influences shape language choice and proficiency. The outcomes provide valuable implications for educators, policymakers, and practitioners, underscoring the importance of addressing socio-linguistic variables in promoting effective language acquisition strategies and fostering inclusive linguistic environments.