Code-switching is a communicative strategy that is a useful resource in the teaching and learning process where the learners are taught in a language that is not their home language. The practice has been at the centre of debate for over three decades globally. Researchers have explored this practice in both primary schools and high schools. However, literature on the guidelines of the practice of code-switching in mathematics classrooms seems to be lacking. This study explored how code-switching is a communicative strategy that enhances the quality of mathematics teaching and learning. An overview of social justice theory, behaviourist learning theory, Piaget’s constructivist learning theory and social constructivist learning theory was used to present the practice of code-switching as a communicative strategy. The qualitative approach adopted a case study design, sampled thirteen mathematics teachers and thirty-five Grade 11 learners from ten high schools in the rural area of the Mopani Circuit in Limpopo Province, South Africa. Data, collected through semi-structure interviews and focus group interviews, were thematically analysed. The study findings revealed that code-switching is a communicative strategy that enhances mathematics teaching and learning quality. There is relevance, effectiveness and benefits in the use of code-switching in the teaching and learning process. Importantly, the study found no guidelines on how to employ the practice. Mathematics teachers highlighted the lack of home language mathematics terminology and suggested the development of a glossary to assist learners in class and in mathematics assessment. Emerging from the study was the development of a model for code-switching as a communicative strategy. The study proposed that the Department of Basic Education take cognisance of the model and use it to include guidelines and a glossary in the mathematics Curriculum Assessment Policy Statement and the Grade 11 mathematics Annual Assessment Plan to guide both teachers and learners.
Code-switching (ku hlanganisa tindzimi eka xivulwa/mbulavulo) i qhinga ra vutihlanganisi leri ri nga xihlovo xa xipfuneto swinene eka fambiselo ra ku dyondzisa naku dyondza laha vadyondzi va dyondzisiwaka hi ri rimi ro ka ri nga ri ririmi ra le kaya ra vona. Tirhelo leri i khale ku ka ri ku ri na mabulu hi rona eka malembe ya makume nharhu lama nga hundza eka misava hinkwayo. Tirhelo leri ri langute matirhelo lama eka ha swimbirhi swikolo swa prayimari na swikolo swa le henhla. Kambe, matsalwa eka vuleteri (tigayidilayini) bya matirhiselo ya code-switching eka tiklasi ta metamatikisi ya komba leswo leswi swa ha salele endzhaku. Ndzavisiso lowu wu valanga leswo xana code-switching tanihi qhinga ra vutihlanganisi yi yisa njhani emahlweni khwaliti ya madyondziselo na madyondzelo ya metamatikisi. Vuhlayi bya social justice theory, behaviourist learning theory, na constructivist learning theory ya Piaget, na social constructivist theory byi tirhisiwe ku tisa matirhelo ya code-switching tanihi qhinga ra vutihlanganisi. Fambiselo ra qualitative ri tirhisiwe eka dizayini ya case study, ku endliwe sampuli ya vadyondzisi va metamatikisi va khume-nharhu (13) na vadyondzi va Grade 11 va makume-nharhu ntlhanu (35) ku suka eka swikolo swa khume swikolo swa tindhawu ta le makaya ta Mopani District eka Xifundzhankulu (provhinsi) ya Limpopo eAfrika Dzonga. Ku hlengeletiwe vutivi, lebyi byi nga endliwa hi ti semi-structured interview na ti interview ta ti-focus group, swi va swi xopaxopiwa hi tinhlokomhaka. Mbuyelo wa ndzavisiso wu kume leswo code-switching tanihi qhinga ra vutihlanganisi yi yisa emahlweni khwaliti ya madyondziselo na madyondzelo ya metamatikisi. Ku na ku fambelana no faneleka, tirhelo ra vuyelo swinene na mpfuneto hi ku tirhisa code-switching eka fambiselo ra ku dyondzisa na ku dyondza. Swa nkoka, ndzavisiso wu kume leswo a ku na swiletelo (tigayidilayini) hi ku tirhisa tirhelo leri. Mathicara ya metamatikisi ya kombise swinene ku pfumaleka ka matheme ya metemetikisi hi ririmi ra le kaya ra vadyondzi, na ku pimanyeta leswo ku endliwa glosari ya matheme ku pfuneta vadyondzi eklasini na le ka tiasesimente ta metamatikisi. Leswi humaka eka ndzavisiso, ku ve ku endliwa ka modlele wa code-switching tanihi qhinga ra vutihlanganisi. Ndzavisiso wu gangisa leswo va Ndzawulo ya Dyondzo ya Masungulo va amukela modlele no wu tirhisa ku katsa tidayidilayini na glosari ya matheme ya metematikisi eka Curriculum Assessment Policy Statement na le kungu ra nkambelo ra metamatikisi ra Grade 11 Annual Assessment Plan, ku letela (ku gayida) havambirhi mathicarra na vadyondzi.
U bva kha lunwe luambo wa shumisa lunwe ndi tshitirathedzhi tsha vhudavhidzani tshine tsha vha tshiko tsha ndeme kha kuitele kwa u funza na u guda hune vhagudiswa vha funzwa nga luambo lune lwa sa vhe luambo lwa damuni. Kuitele kwo vha vhukati ha khanedzano lwa minwaha ya furaru lifhasini. Vhatodisisi vho wanulusa kuitele uku zwikoloni zwa phuraimari na zwa sekondari. Naho zwo ralo, hu vhonala hu na thahelelo ya manwalwa nga ha nyendedzi dza kuitele kwa u bva kha lunwe luambo wa shumisa luṅwe luambo kha metse kilasini. Ngudo heyi yo wanulusa nga ha uri u bva kha lunwe luambo wa shumisa lunwe ndi tshitirathedzhi tsha vhudavhidzani tshine tsha khwinisa ndeme ya u guda na u funza metse. Nyangaredzo ya thiori ya vhulamukanyi ha matshilisano, thiori ya u guda nga ha kutshilele, thiori ya u fhata ndivho ya Piaget na thiori ya u fhata ndivho ya matshilisano dzo shumiswa u kumedza kuitele kwa u bva kha lunwe luambo wa shumisa lunwe sa tshitirathedzhi tsha vhudavhidzani. Kuitele kwa khwalithethivi kwo shumiswa kha pulane ya ngudo iyi, tsumbonanguludzwa dza vhadededzi vha fumiraru vha metse na vhagudiswa vha Gireidi ya 11 vha furaruthanu u bva kha zwikolo zwa ntha zwa fumi kha vhupo ha mahayani ha Liisela la Mopani kha Vundu la Limpopo, Afrika Tshipembe. Data, yo kuvhanganyiwa nga kha inthaviwu dza mbudziso dzi songo tou dzudzanywaho na inthaviwu dzo tou lavhelesaho kha tshigwada, dzo saukanywa hu tshi khou shumiswa data ya khwalithethivi. Mawanwa a ngudo o wanulusa uri u bva kha luṅwe luambo wa shumisa luṅwe ndi tshitirathedzhi tsha vhudavhidzani tshine tsha khwinisa ndeme ya u funza na u guda. Hu na ndeme, u tea na mbuelo kha u shumisa u bva kha lunwe luambo wa shumisa lunwe kha kuitele kwa u funza na u guda. Tsha ndeme, thodisiso yo wanulusa uri a hu na nyendedzi nga ha uri vha nga shumisa hani maitele. Vhadededzi vha metse vho ombedzela thahelelo ya theminolodzhi ya metse nga luambo lwa damuni na u dzinginya mveledziso ya gilosari u thusa vhagudiswa kilasini na kha ndingo metse. U bva kha thodisiso ho vha u bveledziswa ha tshiedziswa tsha, u bva kha lunwe luambo wa shumisa luṅwe sa tshitirathedzhi tsha vhudavhidzani. Thodisiso yo dzinginya uri Muhasho wa Pfunzo ya Mutheo u dzhiela ntha tshiedziswa na u tshi shumisa u katela nyendedzi na gilosari kha Tshitatamennde tsha Kharikhulamu na Mbekanyamaitele ya u Linga Metse na Pulane ya Nwaha nga nwaha ya u linga mbalo kha Gireidi ya 11 u endedza vhothe vhadededzi na vhagudiswa.
