Code-switching amongst Zulu-speaking teachers and their pupils: its functions and implications for teacher education

Adendorff, Ralph

doi:10.1080/10189203.1993.9724612

Cited by 31 publications

(22 citation statements)

References 2 publications

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“…Another issue in the domain of language of learning that has emerged consistently is that of code switching as an educational resource (Adendorff, 1993;ANC, 1992;Myers-Scotton, 1992;Peires, 1994). This issue is typically discussed in terms of switching between English (at present the dominant language of learning amongst Africans) and an African language.…”

Section: Language Of Learningmentioning

confidence: 99%

Language Curriculum Development in South Africa: What Place for English?

Barkhuizen

Gough

1996

TESOL Quarterly

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As in other parts of the world, language-in-education planning in South Africa is composed of two interrelated domains: decisions about languages taught as subjects and decisions about languages used as media of instruction (or languages of learning, as they have come to be known in South Africa). Alternative political ideologies and educational philosophies have clearly determined the nature of each of these decisions and their implementation-a point especially true of the South African situation. In this article we focus on the changing role and status of English within new language-in-education policies in South Africa. Because the implementation of new policies needs to be understood in the light of past policies and their effects, we briefly place current policy debates in their historical context. We then present a model that provides a descriptive framework for analyzing and evaluating decisions made relating to language-in-education planning. We discuss existing constraints on policy implementation in the South African context and conclude by identifying issues related to the process of language-ineducation planning that we discovered through ongoing assessment of the planning process itself.

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Section: Language Of Learningmentioning

confidence: 99%

Language Curriculum Development in South Africa: What Place for English?

Barkhuizen

Gough

1996

TESOL Quarterly

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“…Adendorff, 1993;Akindele and Letsoela, 2001;Arthur, 2001;Gila, 1995;Hussein, 1999;Lawson and Sahdev, 2000) suggests that code-switching thrives in many classroom situations. In Botswana, like in many other bilingual societies, code-switching has been reported to be pervasive, in spite of the fact that the official language policy is against it (Letsebe, 2002;Mafela, 2009).…”

Section: Research Problemmentioning

confidence: 99%

Code-switching in Botswana’s ESL Classrooms: A Paradox of Linguistic Policy in Education

Chimbganda¹,

Mokgwathi²

2012

IJEL

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Code-switching in the classroom is known to take place across a wide range of subjects in multilingual settings in Africa and, indeed, throughout the world; yet it is often regarded pejoratively by some educational policy makers. This article looks at code-switching (CS) in Botswana's senior secondary schools within the context of the country's language-in-education policy, which states that English is the official language of learning and teaching while Setswana is the national language used for identity, unity and national pride. The data are derived from an ethnographic study conducted at four high schools in the north-eastern part of the country, which is uniquely multilingual. The findings indicate that code-switching from English to Setswana is quite prevalent in content subjects, and is used as a pedagogic resource to clarify the knowledge of the subject matter and to reduce the social distance between the teacher and learners. From the findings, it is suggested that code-switching in ESL classrooms in Botswana should be recognized not only as a communicative strategy for instruction, but also as a way of creating classroom warmth and friendliness.

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“…There are many references to this facilitative, supportive function of the HL (e.g. see Adendorff, 1993;Auerbach, 1993;Kharma & Hajjaj, 1990). …”

Section: Bmentioning

confidence: 99%

“…Adendorff, 1993;Kieswetter, 1995). (c) the realities of the classroom which, from my own experience (Gordon & Barkhuizen, 1994) and those of others (e.g.…”

Section: Attitudes To Hl Usementioning

confidence: 99%

Using English only in the South African English classroom?

Barkhuizen¹

2013

Per Ling.

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Code-switching amongst Zulu-speaking teachers and their pupils: its functions and implications for teacher education

Cited by 31 publications

References 2 publications

Language Curriculum Development in South Africa: What Place for English?

Language Curriculum Development in South Africa: What Place for English?

Code-switching in Botswana’s ESL Classrooms: A Paradox of Linguistic Policy in Education

Using English only in the South African English classroom?

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