Code-Switching and Language Learning

Research began to frame code-switching as increasingly a cognitive and linguistic resource. García and Li Wei
(2015) described how bilingual learners deploy their entire linguistic repertoire, which they call translanguaging, in
order to make meaning and to facilitate comprehension. In 2016, Sert and Şimşek proved that students switch
languages intentionally because of the negotiation of meaning and reduced cognitive load when processing unfamiliar
concepts. Makalela (2017) further emphasized the belief that it is like multilingual speakers to fluctuate between
languages owing to the ontological flexibility of meaning-making. By 2019, Otheguy, García, and Reid had
maintained that translanguaging allows learners to integrate across all linguistic systems that are at their command.
This assertion was supported by Cenoz and Gorter (2020) in their claim that such linguistic flexibility enhances
metalinguistic awareness. In (2021), García and Kleyn found classrooms allowing code-switching to be increasingly
inclusive and equitable for multilingual learners. Further, Velasco and Fomin (2023) underlined that the strategic use
of the first language deepens comprehension of academic content, especially in subjects where the terminology is
dense.

Code-Switching in Classroom Instruction

Other studies from (2015) onwards have also emphasized code-switching as a deliberate instructional strategy.
In (2016), Tupas documented how Filipino teachers frequently code-switch between English and Filipino for clarity in
conducting lessons. Lin and He (2017) framed code-switching as a pedagogical resource assisting in meaning-making,
classroom management, and sustaining student engagement. Likewise, Mahboob and Cruz (2017) noted that Filipino
teachers rely on bilingual explanations to ensure inclusivity, especially in lessons requiring complex reasoning.
Alenezi (2018) has shown that teacher code-switching enhances clarity of communication and classroom organization.
Ahmad and Jusoff (2019) have demonstrated that the judicious use of the first language enhances comprehension
without hindering second-language acquisition. Prilutskaya (2020) identified common switching patterns for
instructional purposes, including those intended for clarification, reinforcement, and transitions. Later, Setati and
Khanyile (2021) have shown that code-switching features predominantly in STEM instruction due to students' needs
for conceptual scaffolding. More recent studies, such as Santiago (2022), showed that Filipino teachers still engage in
code-switching as part of simplifying academic content. Mohammad and Abdulrahman (2023) explained that the
strategic use of the first language increases participation and comprehension, while the study by Diala (2024) reported
that code-switching has remained a dominant instructional tool in multilingual classrooms.

Code-Switching and Science Education

Code-switching has also been found to be substantially helpful in science education, particularly Earth and
Life Science, because of the complexity in scientific terminology. In (2015) , Makalela emphasized how switching
languages was helpful for learners to connect everyday understanding with scientific concepts. Fang and Wei (2016)
then accentuated the linguistic density of scientific texts and demonstrated how first language support helped students
process difficult content. Probyn (2018) revealed that bilingual science teachers who explain concepts in students' first
language significantly improve the levels of comprehension in the science classes. In the year (2019), Gill and
Kirkpatrick noted the benefits of alternating between English and Malay to reinforce meaning in Malaysian science
lessons. Duran and Tolentino (2020) came up with findings that bilingual explanations serve to help learners
memorize scientific processes. The same year, Martin documented how Filipino teachers frequently use Filipino to
explain technical terms such as photosynthesis and plate tectonics. Reyes and Gabriel (2021) noted an increase in
participation and confidence among senior high school students by integrating Filipino and English during science
classes. Putra demonstrated in 2022 how code-switching improves performance in biology and Earth Science
instruction. Navarro supported it in the year 2023 by showing that students understand scientific concepts more
profoundly when taught through bilingual explanations. Most recently, Limos and Andrade concluded in the year
(2025) that strategic code-switching significantly enhances the comprehension and recall of technical scientific terms
in the subject Earth and Life Science, even more specifically for those with low proficiency in English.
Code-Switching and Student Engagement
García and Li Wei (2015) explained that multilingual learners engage more confidently when they can draw
from their full linguistic repertoire. By 2017, Makalela found that flexible language use reduces anxiety and helps
students express ideas more freely. In 2018, Probyn revealed that allowing students to shift languages promotes
classroom interaction because learners feel more included and less intimidated. More recently, Santiago (2022)
documented that Filipino students became more participative in class when teachers alternated between English and
Filipino for clarification. Torres (2025) affirmed that code-switching allows students to relate lessons to their prior
knowledge, increasing their willingness to ask questions and share insights.

Effect of Code-Switching on Students' Academic Performance

Ali (2023) noted that bilingual learners performed higher in comprehension-based activities when teachers
explained key ideas in both languages. Similarly, Prilutskaya (2020) observed a reduction in cognitive load because
switching between the two languages helps students process heavy information more efficiently. In the Philippine
context, Martin (2020) observed improvements in performance in science-related subjects with the use of Filipino by
teachers to reinforce technical terms. However, Yıldız and Subergil (2021) warned that too much dependence on code-
switching may limit exposure to academic English, which necessitates moderation. Nemenzo (2025) added to the idea
that when teachers handle the balance well, improvement in understanding and remembering, along with performing
tasks, significantly improves among students.

Advantages and Challenges of Code-Switching

García (2017) asserted that intentional use of multiple languages fortifies understanding and encourages more
inclusive learning. In 2018, Auer underscored that the deliberate switching between languages enables students to
access content irrespective of proficiency in a new language. Subsequent research, such as Mohammad &
Abdulrahman (2023), reaffirmed the advantages brought about by the strategic use of learners’ familiar languages to
boost student engagement and confidence. At the same time, however, it was suggested that the concept is not without
limitations. Levine (2019) suggested limits to prevent students from developing over-reliance on their original
language. Littlewood (2020) added that overuse could hinder exposure to the target language and emphasized that
code-switching must remain supportive, not substitutive, of academic English development.
Instructional Enhancement Through Code-Switching García and Kleyn (2021) showed that bilingual instructional
practices ensure more equitable classrooms because it cater to diverse learners' needs. Setati and Khanyile (2021)
found that one of the strategies employed by STEM teachers involves code-switching to scaffold abstract ideas. Reyes
and Gabriel (2021) in the Philippines also reported increases in comprehension and confidence when teachers
alternate between Filipino and English in their science classes. Putra (2022) found that performance increased in
biology and Earth Science with bilingual explanations. Recent results by Limos and Andrade (2025) established that
strategic code-switching significantly improves understanding and recall of scientific terms, particularly in Earth and
Life Science, where learners often struggle with technical vocabulary.

Synthesis
The reviewed literature demonstrates that code-switching is a powerful instructional strategy that enhances
comprehension, participation, and motivation, particularly in multilingual settings. It helps students bridge the gap
between everyday language and academic discourse, allowing them to understand complex scientific concepts. In the
Philippine context, especially among TVL students, code-switching not only improves understanding but also creates
a supportive and engaging classroom environment. However, effective use requires careful balance too much may
hinder language development, while too little may limit accessibility. Despite the abundance of global research, there
is a limited number of local studies that specifically examine the impact of code-switching in TVL science classes.
Thus, this study seeks to fill this gap by assessing how code-switching affects TVL students' understanding of Earth
and Life Science, with the aim of proposing instructional enhancements that make science education more inclusive,
effective, and engaging.