Multilingualism as a Classroom Resource for Communicative Language Teaching: A Case of a Primary School in Warren Park, Zimbabwe

Abstract

This study sought to explore the use of multilingualism as a classroom resource to implement Communicative Language Teaching at a primary school in Zimbabwe. The study employed a single case study design which is qualitative in nature. The population comprised of 21 teachers at the school. Three purposively selected teachers were used as the sample of the study. The study established that multilingualism has different roles that it plays in implementing CLT in the teaching and learning of English language. The learners’ inability to express themselves in English caused teachers to code switch. When code switching was used, learners communicated more effectively and this led to a conclusion that code switching is a powerful technique to use as a resource in a multilingual classroom. Teachers’ positive attitudes towards multilingualism and code switching provided learners with greater opportunities of collaboration in the classroom. It is therefore important for teachers to understand other indigenous languages. The use of multilingualism will not only assist teachers to implement CLT effectively but it will also help learners to learn effectively and improve their communicative skills.