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 semi-structured 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.