Classroom code-switching in post-colonial contexts

TLDR

Classroom code‑switching is common in multilingual settings worldwide but is often viewed unfavorably by policymakers. The paper reviews literature on classroom code‑switching functions in post‑colonial contexts, evaluating recent research. The authors conduct a literature review, analyze language conceptions behind attitudes, and assess policy proposals to better exploit code‑switching pedagogically. The review aims to inform policymakers, teacher educators, and teachers about attitudes, practices, and policies related to classroom code‑switching.

Abstract

Code-Switching in the classroom across a range of curricular subjects is a widespread phenomenon in multilingual, language contact settings in Africa and, indeed, world-wide; yet it is not infrequently regarded unfavourably by educational policy-makers. This paper reviews the literature on classroom functions of code-switching in post-colonial contexts, commenting on the merits and limitations of recent research. It also examines some of the conceptions of language underlying official and lay attitudes. Finally, as befits a paper examining classroom codeþswitching from the somewhat unusual perspective of language planning in education, it evaluates a number of policy proposals addressing the issue of how code-switching might more effectively be exploited as a communicative and pedagogic resource in instruction. The paper overall is constructed so as to inform the attitudes, practices and policies of policy-makers, teacher educators and teachers.