The functions of classroom code-switching in the Siyanda district of the Northern Cape

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dc.contributor.authorUys D.
dc.contributor.authorvan Dulm O.
dc.date.accessioned2011-07-18T18:08:16Z
dc.date.available2011-07-18T18:08:16Z
dc.date.issued2011
dc.descriptionArticle
dc.description.abstractThis paper reports on the findings of a study conducted in four secondary schools in the Siyanda District of the Northern Cape province of South Africa, with the aim of identifying the functions of code-switching in classroom interactions. Code-switching in these classrooms involves English, Afrikaans, Setswana, and isiXhosa, and goes against official school language policy in most cases. Instances of code-switching are categorised according to Myers-Scotton's (1993, 1998) markedness model, and the functions of the switches are identified. Code-switching is found to fulfil both academic and social functions. Specifically, code-switching is used (i) in explaining and clarifying subject content; (ii) in assisting learners in understanding and interpreting material; (iii) as a tool of teaching in confirming understanding and encouraging participation; (iv) in classroom management, such as maintaining learners' attention and reprimanding disruptive behaviour; and (v) for social functions, such as humour and as a marker of bilingual identity. The paper concludes that code-switching may be usefully employed as a classroom strategy. © NISC (Pty) Ltd.
dc.identifier.citationSouthern African Linguistics and Applied Language Studies
dc.identifier.citation29
dc.identifier.citation1
dc.identifier.issn16073614
dc.identifier.other10.2989/16073614.2011.583159
dc.identifier.urihttp://hdl.handle.net/10019.1/15617
dc.titleThe functions of classroom code-switching in the Siyanda district of the Northern Cape
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