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Africa and Applied LinguisticsEdited by Sinfree Makoni and Ulrike H. Meinhof
[AILA Review 16] 2003
► pp. 38–51
Edited by Sinfree Makoni and Ulrike H. Meinhof
[AILA Review 16] 2003
► pp. 38–51
Classroom code-switching in post-colonial contexts
Functions, attitudes and policies
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.
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