Abstract
In South Africa, where
multilingualism is prevalent, codeswitching—
a practice of alternating
between languages—plays a significant
role in shaping classroom dynamics and
learning outcomes. This study explores
the beliefs of both teachers and learners
regarding code-switching in Life Sciences
classrooms. Utilizing quantitative methods,
the research is grounded in the Cognitive
Academic Language Proficiency (CALP)
framework which emphasizes the pivotal
role of language in the learning process.
Data were collected from 100 learners
and 44 secondary school teachers across
multilingual areas in Sedibeng West,
Gauteng Province in South Africa, using
questionnaires. The findings reveal that
teachers view code-switching as an
effective strategy for clarifying complex
scientific concepts and addressing
language barriers, despite concerns
about its potential impact on language
proficiency and dependency. Learners,
on the other hand, value code-switching
for its role in making learning material
more accessible and understandable.
This study highlights the nuanced role of
code-switching in enhancing educational
outcomes in multilingual settings and
suggests its potential benefits and
challenges in the context of Life Sciences
education.