An investigation into the educational implication of code-switching in a multilingual school in Matatiele

Abstract

This research is a case study which sought to investigate the educational implication of code switching in a multilingual school in Matatiele. Since the dawn of democracy in South Africa, the language policy has sought to promote multilingualism and also honours the cultural diversity existing in this country. It is against this background that the study was conducted. The present study also sought to investigate the occurrences and nature of code switching in the classroom context. In South Africa, the Language in Education Policy prescribes that English as Language of Learning and Teaching be practiced from Grade 4 upwards, alongside home languages. At school, it seems that teachers are not empowered regarding the approach towards code switching. The study investigates whether the use of code switching in a classroom context is in line with the Language in Education Policy. It also looks at the implications of trilingual instruction (which is the use of three languages) in content subjects in the classroom. Functions of code switching were examined as well. This empirical research study used qualitative research methods. Qualitative research provided the study with insight into code switching in the educational context. This study encompassed specific techniques for collecting data, mainly observations. Notes were also of some assistance and were jotted down while observation was underway to supplement what could not be captured by the video, such as emotion and feelings. The study concluded that code switching plays a significant role in an English as Second Language (ESL) classroom context.