Intervention Instruction in the National Learning Camp: A Discourse Analysis of English Teachers’ Code Choice

Abstract

This study examined the code choices used by English teachers in the National Learning Camp (NLC) intervention camp, with an emphasis on metaphorical functions, code-switching, and code-mixing. The study employed a qualitative discourse analysis to investigate how teachers utilized these linguistic strategies to support students who required additional assistance with basic literacy and numeracy skills. The contribution of code choices to pedagogical effectiveness in intervention settings was examined through classroom interactions. According to the results, the most commonly used techniques were intrasentential code-switching and insertion-type code-mixing; other types were less common. Additionally, noted were metaphorical functions such as message qualification, interjection, addressee specification, personalization versus objectivization, and repetition. The results highlight how intentional code choice can support learning, clarify ideas, and keep students engaged. This study underscores the educational value of code-switching and code-mixing as adaptive strategies in multilingual classrooms, while also offering guidance on how teachers can improve instructional efficacy and meet the learning needs of high-need students in intervention tiers.