The use of code-switching in science teaching in Moroccan secondary schools: A mixed analysis of teachers' motivations and experiences

This article examines the question of using code switching between Arabic and French among secondary school science teachers in Morocco. It explores the reasons why they opt for this approach in a context where teaching is mainly conducted in French in Morocco. Based on a quantitative survey of 230 secondary school science and technology teachers, 116 of them responded to the questionnaire. Furthermore, our qualitative approach was based on semi-structured interviews with 20 science teachers in the Inezgane - ait Melloul provincial direction. Although both studies are aimed at the same target group - science teachers - they are used in a complementary way. Indeed, the questionnaire gives us a broad perception of the subject, thanks to the collection of quantitative data concerning code-switching, general representations and variables influencing the use of code-switching. At the same time, the interviews provided an opportunity to explore the specifics and details of teaching practices, motivations, challenges encountered in the field and particular practices and strategies implemented by teachers. This research addresses the frequency and motivations for the practice of code-switching in the transmission of scientific knowledge. The results reveal that code-switching is a widespread strategy and is considered an effective means of facilitating student understanding, particularly of complex concepts. These results provide a better explanation of the role of language in science learning, and highlight the importance of integrating code-switching into science teaching.