International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VI, June 2022 | ISSN 2454–6186
Stephen Acquah
University of Cape Coast, Ghana
Abstract – In as much as some experts advocate the sole use of target language as the medium of instruction, others advocate a bilingual mode of classroom instruction such as code-switching, making code-switching in the language classroom a debatable issue of concern. This study therefore investigated English Language teachers’ attitude towards the socio-linguistic phenomenon of code-switching and its pedagogic relevance resulting from the types of code-switching utilized in the language classroom. In order to provide an in-depth information on code-switching during classroom discourse, case study research design was adopted. Nine upper primary English Language teachers and their respective learners were purposively sampled from 3 public basic schools in Yamoransa within the Mfantseman Municipality. Qualitative data in the form of interview and observation were collected and analysed using discourse analysis method. The study revealed that teachers have predominantly positive attitude towards code-switching and they use intersentential, intrasentential and tag switching during English language lessons as an integral pedagogic resource to enhance learners’ understanding and vocabulary acquisition. In view of this, it is recommended that both teacher trainees and practicing English language teachers should be educated on the existing types of code-switching and how to use them strategically to induce learning and enhance acquisition of the English language.
Keywords – Code-switching, Bilingual, Multilingual, Pedagogic functions, NALAP, TESOL, L1
I.INTRODUCTION
English Language, a British legacy on Ghana is the only official language with de jure status in the country. Ghana has adopted English as her official language because of the multilingual status of her indigenous languages coupled with the impossibilities surrounding the choice of an indigenous language (L1) as her official language. As such, Ghanaians who are abreast with the English Language communicate in English or in an indigenous language depending on the sociolinguistic context. For instance, English is predominantly used during formal occasions while the indigenous languages are used during informal occasions.