The function and frequency of teachers code switching in two bilingual primary schools in the Vhembe district of Limpopo province

[摘要] ENGLISH ABSTRACT: The decision by teachers to use a specific language for teaching in a bilingual context is influencedby a number of factors. These may include learners' linguistic background, parental preferenceson the use of language for teaching and learning, policy stipulations on language use, as well aslearners' cognitive level and their ability to comprehend lessons given in a specific language.Although policy stipulations and parental preference may emphasise the use of one particularlanguage for teaching and learning, research shows that the classroom context and the dilemmateachers face in terms of language comprehension often play a role in the use of more than onelanguage. Teachers often switch codes in a bilingual classroom for different reasons: clarifyingsubject matter, concept elaboration, encouraging leaners to participate, supporting exploratorytalk, ensuring comprehension as well as switching codes as a classroom management strategy.This thesis investigates the frequency and the function of teachers' code switching (CS) in abilingual classroom context. The study was conducted in Limpopo Province, South Africa, in theVhembe District Municipality. Two bilingual primary schools under Sibasa Circuit were chosenfor study. A series of lessons were observed in the two schools and teachers' interactions withlearners in the classroom were recorded and then analysed qualitatively, guided by Myers-Scotton's (1993) Markedness Model which is used to provide an account for different types of CS.This model is used to account for the motivations for every code choice in any discourse. Theresults of the study show that CS is a common feature in the two schools. The policy stipulationsand parents' preference do not limit teachers' use of CS in such bilingual primary schoolclassrooms.

[发布机构] Stellenbosch University