Code-Switching as a tactical approach to enhance learner engagement with intricate concepts in oral english presentations
Year: 2024
Type: article
Abstract: The South African English language curriculum states that by the time students reach Grade 7, they should have mastered certain English language skills that enable them to communicate effectively at both personal and educational levels. Therefore, a study was conducted to investigate the potential benefits of code-switching in improving students' oral participation in English classes. The study took place in a primary school in the Malamulele East circuit and involved all fifty Grade 7 students. The students' oral presentations were part of their formative assessment. Researchers used a rigorous methodology, including convenience sampling, to select participants, with the first ten girls and the first ten boys considered for the study. Data was collected during presentations, where each student had an opportunity to present. The qualitative method was used, with audio recordings and observations as data collection tools. Content analysis was employed to analyse the data collected from the Grade 7 students. Based on the students' performance in their oral presentations, code-switching seemed to help them to effectively communicate complex concepts in their primary language when there were no equivalent English words. The findings of this study showed that code-switching enhances students' oral communication skills and makes learning more enjoyable. students achieve their communication goals through code-switching, offering the audience a hopeful outlook on the potential benefits of this approach.
Authors: Mzamani Khosa, Innocent Zitha
Institution: University of Venda
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $129
Funder: University of Venda
OpenAlex ID: W4403396401