Code-Switching as a Pedagogical Strategy: Enhancing Science Concept Acquisition in Multilingual Classrooms of Maputo

Multilingual classrooms in Mozambique face significant challenges in science education, where the exclusive use of Portuguese as the medium of instruction often creates barriers to conceptual understanding. This policy brief addresses the pedagogical potential of strategic code-switching to bridge this gap. This brief evaluates the impact of a structured, teacher-led code-switching intervention on learner acquisition of core science concepts in primary schools. It aims to provide evidence-based policy guidance for curriculum and teacher development in linguistically diverse contexts. The intervention was implemented in a sample of primary school classrooms. Teacher training on planned pedagogical code-switching between Portuguese and local languages was provided. Learner understanding was assessed through pre- and post-intervention concept tests and classroom observations. Learners in intervention classrooms showed a marked improvement in conceptual test scores compared to control groups. A key theme from observations was that teachers' strategic use of local languages for explaining complex terms reduced cognitive load and increased learner engagement. Specifically, correct responses on questions relating to 'states of matter' increased by approximately 40% in the intervention group. Deliberate, pedagogically informed code-switching is a viable and effective strategy for enhancing science learning in multilingual settings. It leverages learners' linguistic repertoires as a cognitive resource rather than a deficit. 1. Integrate principles of pedagogical code-switching into national science teacher training curricula. 2. Develop and disseminate supportive classroom resources, including glossaries and exemplar lesson plans. 3. Encourage a policy shift recognising translanguaging as a legitimate pedagogical practice within the national education framework. translanguaging, science education, multilingualism, pedagogical strategy, teacher development, language policy This brief provides novel evidence from a structured intervention, demonstrating that planned pedagogical code-switching, as opposed to incidental use, significantly improves science concept acquisition, offering a concrete mechanism for curriculum policy reform.