This phenomenological study investigates the lived experiences of bilingual L2 teachers, with a focus on 12 educators in Iran, exploring how their praxis of code-switching influences classroom practices, pedagogy, professional identity, and classroom dynamics. Utilizing a phenomenological framework, the research examines how code-switching serves as a strategic pedagogical tool to enhance student comprehension and engagement, while also shaping teachers’ authentic professional identities and fostering socially inclusive, culturally responsive learning environments. Through in-depth interviews, the study reveals three central themes: the strategic use of code-switching to enhance student comprehension and engagement, its role in fostering emotional connections and authentic teacher identities, and its function in promoting inclusivity and equity by challenging monolingual norms. The findings highlight code-switching as a multifaceted and transformative practice in bilingual education, emphasizing its potential to create dynamic, equitable classrooms. Implications for language teacher education are discussed, advocating for professional development programs that recognize and integrate the transformative power of multilingual and translanguaging practices to support culturally responsive teaching in contemporary multilingual settings
