Code-switching in finance tutorials for immigrant students: An activity theory perspective

Abstract

Background: Given South Africa’s multilingual landscape and a growing immigrant student population, this study examines how code-switching enhances finance tutorials for African immigrant students at a South African university where English is the main medium of instruction.
Objectives: The study focuses on an entrepreneurship programme, and examines how tutors switch between English and the tutee’s home or preferred languages to help students overcome language barriers and improve their understanding of complex financial concepts, such as the Time Value of Money.
Method: Using a qualitative case study approach within an interpretivist paradigm, data were collected using focus group interviews and unobtrusive observations of tutorial sessions with five African immigrant tutees and three tutors. Two major themes emerged: the use of code-switching as a pedagogical tool and the role of tutors in meaning construction. Activity Theory served as the analytical frame for the study by enabling analysis of internal contradictions during tutorial activities.
Results: The findings demonstrate that code-switching is a valuable teaching tool that significantly enhances students’ understanding, engagement, and sense of fairness in class. It also emerged that tutors play a crucial role as language mediators, adapting their language to meet the students’ needs.
Conclusion: The study concedes that code-switching can be a pedagogical strategy that enhances comprehension among multilingual African immigrant students, thereby promoting inclusive education through equitable learning opportunities.
Contribution: It is hoped that the study will provide educators and policymakers with concrete strategies for planning and intervention as they strive to improve student performance and inclusive education in South African institutions of higher learning.