Code-switching in Grades 4-7 English second language classrooms : a study of three primary schools in Namibia

Abstract

This study explores classroom language practices of English Second Language (ESL) teachers in three primary schools in the Oshana Educational Region of Namibia; one urban school and two rural schools. This qualitative study aimed to investigate the factors that induced the practice of code-switching as well as the teachers’ perceptions of code-switching in their classrooms. The study’s theoretical framework was drawn from Myers-Scotton’s (1993) Markedness Model to describe the role and functions of code-switching in ESL classrooms. The methods used for data collection were teachers’ private interviews, non-participant classroom observations and teachers’ focus group discussions. The findings from this study indicate that the ESL teachers in the Oshana region are intentional in their code-switching practices. Furthermore, it emerged that the ESL teachers’ code-switching practices were induced by factors such as linguistic factors, e.g., a lack of English vocabulary and limited language skills by both teachers and learners; for repetitive functions; for clarification; for classroom management; for building solidarity with learners; and lastly, a lack of alternative methods from the teachers to help make the learners understand. The findings also indicate a need to adjust the Namibian language policy.