Unveiling English Teachers’ Lived Experiences in Code-Switching as a Pedagogical Strategy in Multilingual Classrooms

Abstract

In multilingual classrooms, particularly in the Philippines, code-switching has become an important instructional practice for addressing language barriers and supporting meaningful classroom interaction. This study explored the lived experiences of public junior high school English teachers in using code-switching as a pedagogical tool. Using a transcendental phenomenological approach, in-depth interviews were conducted with twelve English teachers from four public junior high schools in Tacurong City. Findings revealed that teachers use code-switching strategically to clarify vocabulary, explain grammar concepts, improve comprehension, and encourage student participation. The practice also helped create a more inclusive and emotionally supportive learning environment by reducing learners’ anxiety and increasing their confidence in using English. However, teachers experienced tension between institutional expectations for English-only instruction and the practical demands of teaching multilingual learners. The study is significant because it provides context-based evidence on how English teachers negotiate language use in real classroom settings. It contributes to existing literature by highlighting code-switching not merely as a compensatory language practice, but as a purposeful pedagogical strategy that supports comprehension, participation, confidence, and inclusivity in multilingual English instruction. The findings may inform language teaching practices, teacher training programs, and educational policies that recognize the realities of multilingual classrooms.