Code-switching in Grades 4-7 English second language classrooms : a study of three primary schools in Namibia

This study explores classroom language practices of English Second Language (ESL) teachers in three primary schools in the Oshana Educational Region of Namibia; one urban school and two rural schools. This qualitative study aimed to investigate the factors that induced the practice of code-switching as well as the teachers’ perceptions of code-switching in their classrooms. The study’s theoretical framework was drawn from Myers-Scotton’s (1993) Markedness Model to describe the role and functions of code-switching in ESL classrooms. The methods used for data collection were teachers’ private interviews, non-participant classroom observations and teachers’ focus group discussions. The findings from this study indicate that the ESL teachers in the Oshana region are intentional in their code-switching practices. Furthermore, it emerged that the ESL teachers’ code-switching practices were induced by factors such as linguistic factors, e.g., a lack of English vocabulary and limited language skills by both teachers and learners; for repetitive functions; for clarification; for classroom management; for building solidarity with learners; and lastly, a lack of alternative methods from the teachers to help make the learners understand. The findings also indicate a need to adjust the Namibian language policy.English StudiesM. A. (English Studies