Code-switching – normal oversight on the part of bilingual speakers: A review of literature

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Detalles Bibliográficos
Publicado en:	International Journal of Research in Business and Social Science vol. 13, no. 7 (2024), p. 500
Autor principal:	Zano, Kufakunesu
Otros Autores:	Sibanda, Jabulani
Publicado:	Society for the Study of Business and Finance
Materias:	South Africa Teaching Native language Language proficiency Comprehension Culture Code switching Verbal communication Belonging Foreign language learning Competence Native speakers Sotho languages Native languages Language schools Classrooms Second language learning Learning outcomes Motivation Repetition Medium of instruction Sentences Foreign languages Ownership Multilingualism Literature reviews Translanguaging Language teachers Bilingualism Education English as a second language instruction English language Language acquisition Language Implementation
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Descripción
Resumen:	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.
ISSN:	2147-4478
DOI:	10.20525/ijrbs.v13i7.3417
Fuente:	ABI/INFORM Global