Code-switching in English First Additional Language in Selected South African Township Schools: Implications for Teaching and Learning
Research shows that English language proficiency remains a barrier to learning among second language learners in South Africa. This paper foregrounds the utility of code-switching in teaching writing to learners in English First Additional Language in five selected secondary school classrooms in the Pinetown District, South Africa. Qualitative methodologies were adopted, using classroom observations of English writing lessons in the five schools. Guided by Myers-Scotton Code-switching Markedness Model, the study highlights the extent to and ways in which code-switching is useful in enhancing learning in this context. The findings suggest that teachers creatively employed code-switching for pedagogical and pastoral purposes. In particular, in situations where switching to isiZulu explained concepts better, code-switching was found to enhance learners’ understanding. The findigs suggest that code-switching is a useful learning resource in multilingual contexts where English is an obstacle to effective learning.
Key words - Code-switching, Markedness Model, multilingualism, pastoral care