Exploring Teachers’ Views in Using Code-switching for Classroom Interaction in Secondary Schools in Temeke District, Tanzania

Abstract

Code-switching is a common phenomenon among communities in which the medium of instructions is different from the mother tongue. This study aimed to explore the opinions of educators and students on the usage of code-switching in classroom interaction in secondary schools in Temeke District, Tanzania. The study was guided by the markedness theory (sociolinguistic theory) proposed by Carol Myers-Scotton (1993). The study employed a qualitative research approach and a descriptive research design. A total of 52 participants were involved, of whom 12 were teachers and 40 were students from four secondary schools. Data were collected using interviews and focus group discussions. The findings of the study were analysed using thematic analysis. The findings revealed that teachers and students viewed code-switching as switching between languages as a translation, and they encouraged the use of code-switching in classroom contexts. Based on research findings, the study concludes that most teachers and students supported using code-switching in a learning environment to enhance learners understanding of the subject matter. The study recommends that in order to improve effective teaching and learning in secondary schools by using the English language, code-switching is needed but should not jeopardise students’ proficiency in the language.