A resource or a threat? codeswitching in the English First Additional Language classroom

Abstract

Code-switching (CS) is common in multilingual classrooms, yet it is usually treated as a ‘taboo’ in English First Additional Language classrooms in South Africa. This article explored the experiences of English First Additional Language teachers in using CS in high schools. This qualitative case study purposefully selected four high school teachers in one education district in KwaZulu-Natal. Data were generated through semi-structured interviews and semi-structured classroom observations. This study was underpinned by the Communication Accommodation Theory, which found that English teachers use CS in their classroom engagements to eradicate confusion and misunderstanding, attain lesson objectives, enhance learner performance, and create a conducive learning environment. These teachers use CS as a remedial, teaching, and accommodation strategy. There was also a concern and fear that CS might hamper language development and lead to failure of assessments and examinations. Also, the schools’ language policies are silent about CS. Given the findings, the researchers recommend that schools and education departments’ language policies take a stance and adopt CS as one of the teaching techniques teachers can use to teach English First Additional Language.