IMCC Journal of Science

Abstract: 

This qualitative study examines Grade IV teachers’ use of code-switching as a classroom strategy, along with the challenges faced during its implementation at Maria Cristina Falls Elementary School. Based on in-depth interviews with classroom teachers and direct classroom observations, the findings suggest that code-switching improves learner comprehension, increases engagement, and facilitates the delivery of complex subject matter. Teachers noted enhanced learner participation, reduced language anxiety, and the ability to connect lessons to learners’ linguistic backgrounds. However, barriers such as overdependence on the mother tongue, limited exposure to target languages, time constraints, inconsistent language policies, and lack of institutional support were also identified. These challenges point to systemic limitations that impede the consistent and effective use of code-switching in multilingual classrooms. The study underscores the need for targeted teacher training, curriculum support, and policy-driven resource allocation to institutionalize strategic code-switching practices in basic education.

Keywords: classroom instruction, code-switching, multilingual education, teacher support