Teacher Perspectives on Code-Switching and Comprehension of Scientific Terminology: Cognitive Outcomes in Grades 5–8

Abstract

This study investigates the relationship between teachers' pedagogical code-switching (alternating between English and local languages) and students' cognitive and academic outcomes in science education within Sindh's multilingual classrooms (Grades 5–8). Employing descriptive quantitative analysis, the research surveyed 150 science teachers using a validated questionnaire to measure perspectives on code-switching during the teaching of scientific terminologies. Survey findings revealed overwhelming teacher endorsement of strategic code-switching, with 82% affirming its utility for comprehension, confidence, and participation. This perception data is contextualized within theoretical frameworks examining cognitive mechanisms such as working memory, inhibitory control, and cognitive load. The study argues that pedagogically structured code-switching acts as a cognitive scaffold, potentially enhancing metacognitive awareness and academic achievement, particularly for learners with lower English proficiency or socioeconomic status. Data collection focused on government schools (75%) across Karachi, Hyderabad, Matiari, Mirpur Khas, and Sukkur. Recommendations are made for integrating principled multilingual practices into teacher training and STEM education policy.