The educational effects of code-switching in the classroom-benefits and setbacks: A case of selected senior secondary schools in Botswana

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This article, based on a study conducted at four senior secondary schools, discusses the role of code-switching (CS) in the classroom in Botswana where the Language in Education Policy (LiEP) of 1994 states that English is the sole official language of learning and teaching (LoLT) in schools, including senior secondary schools (Government of Botswana 1994). The data were collected through lesson observations and questionnaire administration to teachers and learners. The findings indicate that Setswana (national language) is also often used; hence CS is employed as an instructional strategy because the learners are not proficient in English. However, CS has both educational benefits and drawbacks. Positively, it increases learner participation and lesson comprehension. Negatively, it does not contribute to developing the learners proficiency and confidence in speaking English. Its use also (inadvertently) contravenes the LiEP. However, the use of CS is inevitable because the LoLT is a foreign language for both learners and teachers.

Original languageEnglish
Pages (from-to)108-125
Number of pages18
JournalLanguage Matters
Volume44
Issue number3
DOIs
Publication statusPublished - Nov 1 2013

Fingerprint

Botswana
secondary school
classroom
language
official language
Teaching
teacher
foreign language
learning
speaking
education
comprehension
confidence
participation
Education
Secondary School
Code-switching
questionnaire
school
Language-in-education Policy

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Linguistics and Language

Cite this

@article{78f8e054da43470288bf0688c2cd5e6a,
title = "The educational effects of code-switching in the classroom-benefits and setbacks: A case of selected senior secondary schools in Botswana",
abstract = "This article, based on a study conducted at four senior secondary schools, discusses the role of code-switching (CS) in the classroom in Botswana where the Language in Education Policy (LiEP) of 1994 states that English is the sole official language of learning and teaching (LoLT) in schools, including senior secondary schools (Government of Botswana 1994). The data were collected through lesson observations and questionnaire administration to teachers and learners. The findings indicate that Setswana (national language) is also often used; hence CS is employed as an instructional strategy because the learners are not proficient in English. However, CS has both educational benefits and drawbacks. Positively, it increases learner participation and lesson comprehension. Negatively, it does not contribute to developing the learners proficiency and confidence in speaking English. Its use also (inadvertently) contravenes the LiEP. However, the use of CS is inevitable because the LoLT is a foreign language for both learners and teachers.",
author = "Tsaona Mokgwathi and Vic Webb",
year = "2013",
month = "11",
day = "1",
doi = "10.1080/10228195.2013.839734",
language = "English",
volume = "44",
pages = "108--125",
journal = "Language Matters",
issn = "1022-8195",
publisher = "Routledge",
number = "3",

}

TY - JOUR

T1 - The educational effects of code-switching in the classroom-benefits and setbacks

T2 - A case of selected senior secondary schools in Botswana

AU - Mokgwathi, Tsaona

AU - Webb, Vic

PY - 2013/11/1

Y1 - 2013/11/1

N2 - This article, based on a study conducted at four senior secondary schools, discusses the role of code-switching (CS) in the classroom in Botswana where the Language in Education Policy (LiEP) of 1994 states that English is the sole official language of learning and teaching (LoLT) in schools, including senior secondary schools (Government of Botswana 1994). The data were collected through lesson observations and questionnaire administration to teachers and learners. The findings indicate that Setswana (national language) is also often used; hence CS is employed as an instructional strategy because the learners are not proficient in English. However, CS has both educational benefits and drawbacks. Positively, it increases learner participation and lesson comprehension. Negatively, it does not contribute to developing the learners proficiency and confidence in speaking English. Its use also (inadvertently) contravenes the LiEP. However, the use of CS is inevitable because the LoLT is a foreign language for both learners and teachers.

AB - This article, based on a study conducted at four senior secondary schools, discusses the role of code-switching (CS) in the classroom in Botswana where the Language in Education Policy (LiEP) of 1994 states that English is the sole official language of learning and teaching (LoLT) in schools, including senior secondary schools (Government of Botswana 1994). The data were collected through lesson observations and questionnaire administration to teachers and learners. The findings indicate that Setswana (national language) is also often used; hence CS is employed as an instructional strategy because the learners are not proficient in English. However, CS has both educational benefits and drawbacks. Positively, it increases learner participation and lesson comprehension. Negatively, it does not contribute to developing the learners proficiency and confidence in speaking English. Its use also (inadvertently) contravenes the LiEP. However, the use of CS is inevitable because the LoLT is a foreign language for both learners and teachers.

UR - http://www.scopus.com/inward/record.url?scp=84890446648&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84890446648&partnerID=8YFLogxK

U2 - 10.1080/10228195.2013.839734

DO - 10.1080/10228195.2013.839734

M3 - Article

AN - SCOPUS:84890446648

VL - 44

SP - 108

EP - 125

JO - Language Matters

JF - Language Matters

SN - 1022-8195

IS - 3

ER -