An Analysis of Codeswitching in the Teaching and Learning of Science in a Public High School

Code-switching aids comprehension by bridging language gaps in multilingual classrooms. This qualitative study explored the role of code-switching in science instruction within a multilingual Philippine public high school context. Using a phenomenological approach, the research examined the lived experiences and perceptions of ten Science teachers—seven female and three males—with 10 to 15 years of teaching experience and high English proficiency. Data were collected through in-depth interviews, focus group discussions, and classroom observations, allowing for triangulation of findings. Thematic analysis revealed that code-switching served both instructional and interpersonal functions. Instructionally, it was used to clarify complex scientific concepts, translate technical terms, and scaffold comprehension, particularly for students with limited English proficiency. Interpersonally, it fostered rapport, encouraged participation, and reduced classroom anxiety. The findings highlighted that code-switching was a strategic and deliberate pedagogical choice informed by student needs and lesson demands, rather than a habitual fallback. Discrepancies emerged between self-reported practices and observed classroom behavior, with teachers often underreporting their frequency of code-switching. This suggests that professional perceptions may influence how teachers represent their language use. Teachers also perceived code-switching as a culturally responsive approach that validates students’ linguistic identities and promotes inclusive learning environments. The study concludes that purposeful, judicious code-switching can enhance student comprehension and engagement in Science instruction without undermining English language development. It recommends a balanced, context-driven approach that integrates both the target language and the students’ mother tongue to optimize learning outcomes in multilingual classrooms. These findings have implications for teacher training, curriculum planning, and language policy in science education.