Content area
Full text
Keywords:
Code-switching, code-mixing, bilingualism, translanguaging, English first additional language
JEL Classification:
O15
ABSTRACT
This study was inspired by the observation that code-switching is often discouraged in foreign language schools, where the target language and native language are strictly separated, with the target language designated as the 'official' language of instruction. The study sought to examine instances of code-switching in English as a First Additional Language (EFAL) among Sesotho native speakers in the Intermediate Phase in South Africa. Furthermore, it sought to illustrate the application of tag-code-switching, inter-sentential code-switching, and intra-sentential code-switching in English First Additional Language (EFAL) education for Sesotho native speakers in the Intermediate Phase in South Africa. Focus was on a multilingual phenomenon, code-switching. While other language alternation behaviours exist, code-switching is the most popular in additional language contexts in South Africa. This research was founded on a literature review of code-switching in additional language contexts. The paper examined the three roles of code-switching: repetition, emotional, and floor-holding. It also provided instances of how tag-code-switching, inter-sentential code-switching, and intra-sentential code-switching might be utilised by Sesotho home language learners to improve their comprehension of EFAL. One finding of the study is that, like translanguaging, code-switching fosters a sense of belonging and ownership among learners, and it makes it generally more accessible for the EFAL student to acquire knowledge from familiar concepts to unfamiliar ones. Another conclusion is that learners' restricted engagement in academic activities, attributable to their inadequate language proficiency, also impacts their motivation. The study advocates the implementation of code-switching to improve learners' classroom involvement as they utilise their native language in the acquisition of a second language. The impact of code-switching on Sesotho home language learners' comprehension of EFAL in the Intermediate Phase in South Africa remains undetermined, necessitating further investigation into this important issue.
©2024 by the authors. Licensee SSBFNET, Istanbul, Turkey. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Introduction
Language is essential for communication, enabling speakers to share knowledge and express ideas, opinions, and emotions. In social contexts, individuals use language to facilitate the transmission and reception of messages interpersonally. All human activities need communication for their existence within society (Abrejo et al., 2019)....