Interactional Contexts and Functions of Code-Switching in the South African EFL Classroom

Abstract

This exploratory study provides insight into the use of interactional code-switching by teachers and students in the South African classroom where English is taught as a foreign language. During the English lesson, the teachers and students in the Eastern Cape township schools under investigation regularly switch to their mother tongue, isiXhosa. Classroom recordings from Grade 3 were transcribed and analysed using conversation analysis as a framework. The analysis of the discursive context uncovered various functions of codeswitching, with providing curriculum access being the main function, since response from the classroom is minimal when English is used. In addition, code-switching is used to redirect students’ attention and has a positive effect on the affective climate. However, it is suggested that teachers’ use of languages can be improved in order to stimulate interaction and facilitate students’ understanding. These suggestions for improvement could have implications for South African teacher training schools, as well as South African’s language policy in education.