Logo Lanfrica
  • Home
  • Atlas
  • Insights
  • Docs
  • Sign in

© 2026 Lanfrica. All rights reserved. All copyrights of the resources shown on the Lanfrica website belong to the original copyright holders, unless explicitly stated otherwise.

MULTILINGUAL EDUCATION IN LIFE SCIENCES: TEACHERS' AND LEARNERS' BELIEFS ABOUT CODE-SWITCHING

Domain:

education

Record type:

paper
Creator:
ZanLydSam
Publisher:
Sci
Host:
In South Africa, where multilingualism is prevalent, code-switching—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. Keywords: cognitive academic language proficiency, code-switching, learner beliefs, multilingual education, teacher beliefs

Visit

doi.org

Tasks

code switching

Similar

Ghanaian science and mathematics teachers’ beliefs about gifted education strategiesSouth African Life Sciences teachers’ pedagogical beliefs and their influence on information communication and technology integrationEkandjomenesia99/NamBio-for-life-sciences-biology-learnersReasons for Teachers' Code-switching in EFL ClassroomsTeachers’ code-switching in English as a Second Language (ESL) instruction: Perceptions of selected secondary school learners in ZimbabweLearners’ code-switching in English as a Second Language (ESL) lessons: perspectives of four secondary school teachers in Zimbabwe

Ghanaian science and mathematics teachers’ beliefs about gifted education strategies

Ghana is a rapidly developing West African country whose goal is to build a prosperous economy relia

South African Life Sciences teachers’ pedagogical beliefs and their influence on information communication and technology integration

Evidence suggests that learners actively construct knowledge and improve digital literacy when Infor

Ekandjomenesia99/NamBio-for-life-sciences-biology-learners

NamBio helps Grade 8-12 learners in Namibia with Life Sciences & Biology .The project aims to make a

Reasons for Teachers' Code-switching in EFL Classrooms

Bilingual or multilingual People tend to use twolanguages or more during the same conversation.This

Teachers’ code-switching in English as a Second Language (ESL) instruction: Perceptions of selected secondary school learners in Zimbabwe

The study explored perceptions of secondary school learners of English

Learners’ code-switching in English as a Second Language (ESL) lessons: perspectives of four secondary school teachers in Zimbabwe

The study investigated the perceptions of secondary school teachers of