Original Research

Perceptions of teachers on creating space for code switching as a teaching strategy in second language teaching in the Eastern Cape province, South Africa

Sister L. Songxaba, Adriaan Coetzer, Jacob M. M. Molepo
Reading & Writing | Vol 8, No 1 | a141 | DOI: https://doi.org/10.4102/rw.v8i1.141 | © 2017 Sister L. Songxaba, Adriaan Coetzer, Jacob M. M. Molepo | This work is licensed under CC Attribution 4.0
Submitted: 01 June 2016 | Published: 08 December 2017

About the author(s)

Sister L. Songxaba, Department of Continuing Professional Teacher Development (CPTD), Walter Sisulu University, South Africa
Adriaan Coetzer, Institutional Research and Planning, Walter Sisulu University, South Africa
Jacob M. M. Molepo, Faculty of Educational Sciences, Walter Sisulu University, South Africa


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Abstract

This research reports on the findings regarding the perceptions of teachers towards creating space for the use of code switching as a teaching strategy in Afrikaans learning and teaching in the isiXhosa-speaking environments of the Transkei region. The aim of this investigation was to establish whether or not code switching can be used as a teaching strategy. A sample of 13 teachers from 12 schools was purposefully selected. A qualitative approach was used. Interviews and semi-structured questionnaires were used for data collection. The teachers admitted that they code switch during Afrikaans classes. It also transpired that teachers perceived code switching as the best way to facilitate understanding. The recommendations postulate a gradual move from a high tolerance of code switching in the lower classes to a low tolerance thereof in higher classes.

Keywords

code mixing; linguistic transgression; purist stance; monolingualism; additional language; target language

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