Pedagogic Code-Switching of Teachers in Online Mathematics Instruction
Abstract
This qualitative multiple-case study explored the pedagogic code-switching practices of tertiary mathematics teachers in online instruction within a multilingual higher education context in the Philippines. Specifically, the study examined the challenges teachers encountered, the coping mechanisms they employed, and the pedagogical insights they gained while using English, Tagalog, and Bisaya during online mathematics instruction. Guided by a qualitative multiple-case study design, five purposively selected mathematics teachers participated in semi-structured interviews. Data were analyzed using Braun and Clarke's reflexive thematic analysis complemented by cross-case analysis to identify recurring patterns and contextual variations across participants. The findings revealed six major instructional challenges: misinterpretation of meaning, hindered lesson progression, lack of vocabulary, difficulty in delivering mathematical lessons, struggles with advanced mathematical concepts, and the need for careful language switching to preserve conceptual accuracy. Teachers addressed these challenges through multiple adaptive strategies, including checking learners' understanding, utilizing video-recorded lessons, simplifying difficult definitions, using accurate terminology, bridging language gaps, promoting independent learning, ensuring inclusivity, considering learners' proficiency levels, maximizing educational technologies, and providing constructive feedback. The participants likewise recognized that pedagogic code-switching functions as an instructional scaffold that breaks down complex mathematical concepts, enhances learner engagement, promotes inclusivity, and supports conceptual understanding without compromising the formal language of mathematics. The study concludes that pedagogic code-switching is an effective language-responsive instructional strategy when implemented intentionally and contextually. It enables mathematics teachers to balance linguistic accessibility with disciplinary precision, thereby improving communication and student participation in multilingual online classrooms. The findings provide empirical evidence supporting the integration of adaptive multilingual pedagogies into teacher professional development, institutional language policies, and mathematics instruction in higher education.