Abstract:
The study aimed at investigating the impact of code-switching in Grade 11 learners’
longer transactional text writing in English First Additional Language Classroom at Dzindi
Circuit, Vhembe East District, Limpopo Province, South Africa. The study used qualitative
research approach, qualitative case study research design, purposive and convenient
sampling method to sample 14 Grade 11 learners and two Grade 11 English First
Additional Language teachers due to their experiences of teaching English formal letter.
Semi-structured interview, class observation, and document analysis were used to collect
data and thematic analysis approach used to analyze data. The study found that
contextual learner-related factors such as, poor language proficiency, lack of vocabulary,
lack of translation strategies, environmental factors such as poor facilities with no
libraries, limited exposure to English materials and lack of parental attention, as well as
lack of background knowledge and lack of confidence influence the use of code-switching
which affect the learners writing skills and their academic performance negatively. The
findings also revealed that the use of code-switching during the teaching and learning of
formal letter writing impact learners positively because it enhances active participation,
builds language acquisition, vocabulary, and improve their performance, as well as to
scaffold them to comprehend the lesson. However, the findings reveal that code-switching
hinders learners’ acquisition of English words which result in learners’ lack of vocabulary
and poor quality of English language. This study recommends that teachers should
encourage and support learners to improve their language skills through the formation of
reading clubs, writing spelling bee, debating, puzzle games, class discussions, role plays
etc.
