Abstract
This study investigates the strategic use of code-switching in Grade 10 life sciences classrooms
in South Africa, where English serves as the primary language of learning and teaching (LoLT) amidst a
multilingual backdrop. Grounded in the Cognitive Academic Language Proficiency (CALP) framework and
the 5E Inquiry-Based instructional model, qualitative methods were employed to collect data through semistructured
interviews and classroom observations involving four Grade 10 life sciences teachers. Data were
analyzed thematically using Braun and Clarke’s six-phase framework, which involved familiarization, coding,
theme development, and refinement to capture nuanced insights into language use and pedagogical
practices. Themes were generated inductively to reflect recurring patterns related to the functions and
outcomes of code-switching in inquiry-driven instruction. The analysis revealed that code-switching plays a
pivotal role in enhancing learners’ linguistic proficiency, conceptual understanding, and development of
essential twenty-first–century skills such as collaboration, problem-solving, and communication. Despite its
pedagogical promise, existing literature on code-switching in life sciences classrooms remains limited. This
study underscores the transformative potential of code-switching as a scaffolding tool that fosters active
learning and inclusive educational practices, advocating for its deliberate integration to support diverse
learners in multilingual settings.