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Teacher ’ s Code-Switching as Scaffolding in Teaching Content Area Subjects

The socio-cultural theory propagates that teacher’s scaffolding enhances students’ language learning and that scaffolding comes in various forms and at various points of learning. This paper presents a study on the teaching and learning of content area subjects science and mathematics in English that illuminated the role of code-switching as a form of teacher’s scaffolding. The study involved secondary school children and teachers in eight schools from four zones in Peninsular Malaysia. The data discussed in this study was gathered from interviews with 24 teachers. The findings illustrate the problems students and teachers face in the teaching and learning process of these subjects; and that teachers had to code-switch as the interchange of language by the teachers was necessary to scaffold students’ learning of these subjects.