Functions of code switching in multilingual classrooms
CITATION: Rose, S. & van Dulm, O. 2006. Functions of code switching in multilingual classrooms. Per Linguam : a Journal of Language Learning, 22(2): 1-13, doi: http://dx.doi.org/10.5785/22-2-63.
The original publication is available at http://perlinguam.journals.ac.za
The research reported in this paper focuses on the functions of code switching between English and Afrikaans in the classroom interactions of a secondary school in the Western Cape. The data comprising audio recordings of classroom interactions are analysed within the framework of Myers-Scotton’s (1993a) Markedness Model, according to which there are four types of code switching, namely marked, unmarked, sequential unmarked, and exploratory code switching. Within each of these types of code switching, a number of specific functions of code switching in the classrooms observed are identified, such as expansion, clarification, and identity marking. The study concludes that the Markedness Model offers a useful framework within which to analyse types of code switching, and that code switching has a specific functional role to play within multicultural and multilingual classrooms.
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