The debate over code-switching in South African classrooms has sparked intense discussion among teachers, parents, and students. In the Eastern Cape, some educators argue that mixing isiXhosa and English helps learners understand complex concepts, while others believe it holds back their English proficiency. Nceba Jayiya, a Foundation Phase teacher at Mzamomhle Primary School in Alice, advocates for teaching in isiXhosa, citing improved comprehension, literacy, and active participation. He believes introducing English alongside isiXhosa helps learners retain concepts and builds a strong foundation for future learning.
The Department of Basic Education's Mother Tongue-based Bilingual Education (MTbBE) programme has been implemented in some schools, including Mzamomhle Primary. The programme began with grade 4 mathematics and has expanded to grade 5 mathematics and natural science. Andile Mjoli, principal at Mzamomhle and an Intermediate Phase teacher, notes that the shift to English as the language of learning and teaching can be challenging for learners. He believes code-switching into isiXhosa helps teachers negotiate meaning and support struggling students, particularly when dealing with abstract ideas and literature.
However, not all parents agree on the benefits of code-switching. Lunga Lukhozi, whose child is in the Intermediate Phase at GJ Louw Primary School in Gqeberha, wants teachers to focus on English proficiency. He believes that English is essential for academic success and future opportunities. In contrast, Nkululeko Camba, a parent at Lovedale Primary School in Alice, supports code-switching, arguing that it helps children understand complex concepts and connects them to their roots. He believes isiXhosa is essential for teaching and learning, even in subjects like English.
The debate extends to high schools, where some teachers, like Msobomvu Marala, deputy principal at Ntsokotha Senior Secondary School, use code-switching to clarify complex ideas. Marala teaches accounting and economics, and uses isiXhosa to explain abstract concepts, then returns to English for formal definitions and written work. He believes code-switching builds comprehension and confidence, and helps weaker learners keep up with their peers. Critics argue that code-switching weakens English, but Marala's classroom experience suggests the opposite.
Research on multilingual South African classrooms supports the benefits of strategic code-switching. Studies have found that it can help learners understand complex ideas, participate more actively, and build academic English over time. However, the approach is not without its challenges, and educators must balance the need to promote English proficiency with the benefits of using learners' home languages.
At Victoria Girls' High School in Makhanda, teacher Sandy Vlandir does not code-switch, instead focusing on promoting English proficiency through regular reading, independent research, and vocabulary building. The school's official medium of instruction and assessment is English, and Vlandir believes that staying in English lifts learners' proficiency. In contrast, at Nelson Mandela University, law student Sisanda Bujela suggests that brief switches into isiXhosa or isiZulu could help with difficult legal concepts, particularly those derived from Latin.
Ultimately, the debate over code-switching in South African classrooms highlights the complexities of language and learning. While some argue that it is a bridge to meaning, others see it as a brake on English proficiency. As educators and policymakers continue to grapple with these issues, it is clear that a one-size-fits-all approach will not work. Instead, a nuanced understanding of the role of language in learning will be essential for promoting academic success and social equity.
Key points
- Code-switching can help learners understand complex ideas and build academic English over time.
- The debate over code-switching highlights the complexities of language and learning in South African classrooms.
- Educators and policymakers must balance the need to promote English proficiency with the benefits of using learners' home languages.
