The impact of code switching on learners' participation and academic perfomance in a grade 12 geography class.

Abstract

In South African schools, code switching is prevalent due to the country’s complex linguistic landscape of 11 official languages recognized in the constitution. Navigating code switching in South African schools requires careful consideration of linguistic diversity and inclusivity, as well as learners’ linguistic rights and a supportive learning environment for all learners. This reflective action study (study of one’s action) sought to investigate the impact code switching has on learners’ participation and academic performance in 2 Geography classes at a rural school. The rationale for focusing in Geography is based on the fact that it is a complex subject that often requires the interpretation of spatial data, maps, and complex geographical terms in Geographic Information System and poses difficulties to learners who are not familiar with the LoLT. A total of 72 Grade 12 learners participated as two distinct groups in the experimental design study. The study was conducted within an English-Setswana context, with English being the Language of Learning and Teaching (LoLT), and Setswana being the Home Language (HL). The study relied on a proper application of code switching with the experimental group, so Myers-Scotton’s (1993) theoretical lens was used to ensure the code switching lessons were actually code switching, and not some form of language alternation. The study employed the mixed method approach (quantitative and qualitative) and adopted the pragmatic paradigm. The qualitative component emerged from classroom observations of learner participation, and the quantitative component emanated from the tests administered to students. Two classes were used, one as an experimental group and the other as the control group for one Grade 12 Geography sub-topic. The control group became the experimental group and vice versa for the other Grade 12 Geography sub-topic. Learner participation and performance were compared in the control and experimental groups for the same class for the two sub-topics to ascertain whether code switching had an impact on the two variables. The observation covered the entire 40-minute lesson duration, and data was captured using the observation schedule in appendix A. The tests administered were uniform for both the control and experimental groups. The study found that code switching enhanced learners’ participation, but that allowing code switching in lessons only without allowing it in assessments did not improve learners’ academic performance. Therefore, the study recommends integrated code switching assessment through partial code switching and dual-language assessment.