The functions of teacher code switching in classrooms, and teachers' perceptions towards this practice : a case study of siSwati-English interactions in a semi-urban high school in Eswatini

[摘要] ENGLISH ABSTRACT: The aim of the study is to investigate the occurrence and functions of teacher code switching in classrooms, in a semi-urban school in Eswatini and to find out the attitude of the teachers towards this practice. The study was motivated by the observation that code switching is common practice in Eswatini, in general everyday conversations and in classrooms interactions between teachers and learners. This is despite the language- in- education policy which dictates that the medium of instruction from the fifth year of school onwards should be English only. Another motivating factor was the increased rate of failures in the English Language and Literature subjects in Eswatini public schools which calls for strategies and interventions to alleviate the situation. This study specifically investigates whether high school teachers code switch between English and siSwati during English Language and Literature lessons, given that their subject matter is English and that their learners have had English as medium of instruction for many years.The data comprises classroom observations and semi-structured interviews of English language and literature teachers in one of the national schools in Eswatini. The data was analysed within the framework of Myers-Scotton's (1993) Markedness Model, with the aim of identifying the functions of teacher code switching and establishing if code switching is an effective teaching strategy for learners to whom English is a second language.The findings of the study confirm the dilemma faced by teachers due to the language-in-education policy, which conflicts with the practice in the classroom. Teachers resort to code switching to help learners access meaning, although code switching is generally viewed negatively by said teachers. The results of the study further confirm that code switching is a necessary and effective tool in educational contexts; it encourages classroom interaction and aids learners' understanding of difficult concepts.It is hoped that the results of the study will inform stakeholders in education, especially policy makers about the value and effectiveness of code switching in educational contexts and possibly lead to legitimising code switching or at least embracing it as standard practice in classrooms.

[发布机构] Stellenbosch University