Authors

Grace Japson-Cabrera, PhD*
New Era University
Quezon City, Metro Manila, Philippines
Email: gracecab1974@gmail.com

Ligaya Z. Del Rosario, PhD
New Era University
Quezon City, Metro Manila, Philippines

Abstract

This study aimed to explore and understand the experiences of teachers in using code-switching in the teaching of Science and Mathematics at the secondary level. The study employed the transcendental phenomenological design of Moustakas (1994) to describe the essential meanings of teachers’ lived experiences. Using purposive sampling, twelve teacher-participants were selected from three public junior high schools who were teaching Science and Mathematics. Data were gathered through in-depth interviews and reflective journals and were analyzed using thematic analysis. The analysis revealed significant themes, including: code-switching as a teaching strategy; code-switching as a gateway to innovative teaching approaches; language adaptation in teaching and learning; the influence of class size on language use; the value of movement and expression in conveying concepts; attention to the environment and community as factors in effective teaching; and the importance of teacher–student communication in developing understanding. The results indicated that code-switching is not merely a technique but a broader pedagogical response to classroom context. Teachers use it to enhance interaction, facilitate comprehension, and establish connections to students’ local contexts. However, participants also reported challenges such as concerns about language formality and the lack of clear curricular guidance on the use of code-switching. The study recommends systematic training and institutional support for teachers in integrating code-switching as part of their pedagogical toolkit. Overall, the findings demonstrate that code-switching is not a barrier to effective teaching but a meaningful approach for adapting language to educational contexts.

Keywords: Code-switching, teachers’ experiences, Science, Mathematics, transcendental phenomenology

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0501747

Recommended citation:
Japson-Cabrera, G. & Del Rosario, L. Z. (2026). Lived experiences of teachers in employing code-switching in Science and Mathematics Instruction: A transcendental phenomenological study. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8259-8270. http://doi.org/10.69651/PIJHSS0501747

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