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Role of code-switching in teaching and learning in selected senior secondary schools in Botswana
Thesis (DPhil)--University of Pretoria, 2011.
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University of Pretoria
2013
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| _version_ | 1867613678532034560 |
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| access_status_str | Open Access |
| author2 | Webb, Victor N. |
| author_browse | Webb, Victor N. |
| author_facet | Webb, Victor N. |
| collection | Thesis |
| dc_rights_str_mv | © 2011 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (DPhil)--University of Pretoria, 2011. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/24824 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:39:58.102Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/24824 Role of code-switching in teaching and learning in selected senior secondary schools in Botswana Webb, Victor N. mokgwathit@mopipi.ub.bw Mokgwathi, Tsaona Mathula Borrowing proper Language policy Inter-sentential code-switching Tag-like/emblematic code-switching Language in education policy Intra-sentential code-switching Code-switching Language planning Language shift Re-borrowing Nonce borrowing Code-mixing UCTD Thesis (DPhil)--University of Pretoria, 2011. This qual-quan case study investigated the role of code-switching (CS) in education in four senior secondary schools in Botswana. CS is a communicative strategy used in many places, including Botswana, during formal and informal social occasions. CS also occurs in education; however, its occurrence is viewed as a somewhat problematical phenomenon – that it signals the speaker’s lack of proficiency in the Language of Learning and Teaching (LoLT). The study also investigated if CS in the classroom contravenes the country’s Language-in-Education Policy (LiEP), which states that English is the medium of instruction throughout the education system (Botswana Government White Paper No.2 of 1994). The study found that CS occurrence in teaching and learning has positive and negative educational effects. However, its use has adverse implications for the LiEP of Botswana. Consequently, recommendations are made on the effective use of CS and on the revision of the LiEP. The study is divided into nine chapters. Chapter One is the introduction and covers: Botswana’s language situation, including the status of English generally and in education in particular, the statement and analysis of the problem, research questions and the importance of the study. Chapter Two gives a comprehensive review of the literature on CS generally and CS in education in particular. The key words are: code-switching, code-mixing, borrowing, nonce-borrowing and re-borrowing / double-plural. Botswana’s LiEP is also discussed with respect to language planning, education and educational development. Chapter Three discusses the research design and the data-collection methods. These include: the research sites, sample selection and sampling procedures, data-collection instruments and their administration, and the independent and dependent variables used in data-collection. The importance of pre-testing the research instruments, ethical aspects observed and problems encountered during the data-collection stage are also highlighted. The role of the University of Pretoria’s Statistics Department is also explained. Hymes’ mnemonic of SPEAKING used in the analysis of the qualitative data is also described. Chapter Four presents the quantitative analysis of the respondents’ demographic details, and highlighting the differences and similarities identified. Chapters Five and Six present the results from the quantitative analysis of the teachers’ and learners’ data. The former presents the teachers’ evaluation of the learners’ language proficiency in class; the latter presents the learners’ subjective self-evaluation of their own English proficiency and their evaluation of teachers’ proficiency in English. Furthermore, both chapters respectively present the teachers and learners’ views on the role of English, Setswana and other indigenous languages in education as LoLT, and their attitude towards CS in education. The significance or the non-significance of the analyzed results is also presented. Chapter Seven presents the results from the qualitative analysis of the data (through the application of Hymes’ mnemonic of SPEAKING) obtained through lesson observations. Chapter Eight deals with the interpretation and discussion of the results through answering the main research questions. Chapter Nine presents the study’s summary, conclusions and recommendations on CS in the classroom and on Botswana’s LiEP. The study’s limitations and implications for further research are also discussed. Afrikaans unrestricted 2013-09-06T18:30:59Z 2011-05-19 2013-09-06T18:30:59Z 2011-04-18 2011-05-19 2011-05-19 Thesis Mokgwathi, TS 2011, Role of code-switching in teaching and learning in selected senior secondary schools in Botswana, DPhil thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/24824 > D11/189/ag http://hdl.handle.net/2263/24824 http://upetd.up.ac.za/thesis/available/etd-05192011-114147/ © 2011 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf University of Pretoria |
| spellingShingle | Borrowing proper Language policy Inter-sentential code-switching Tag-like/emblematic code-switching Language in education policy Intra-sentential code-switching Code-switching Language planning Language shift Re-borrowing Nonce borrowing Code-mixing UCTD Role of code-switching in teaching and learning in selected senior secondary schools in Botswana |
| title | Role of code-switching in teaching and learning in selected senior secondary schools in Botswana |
| title_full | Role of code-switching in teaching and learning in selected senior secondary schools in Botswana |
| title_fullStr | Role of code-switching in teaching and learning in selected senior secondary schools in Botswana |
| title_full_unstemmed | Role of code-switching in teaching and learning in selected senior secondary schools in Botswana |
| title_short | Role of code-switching in teaching and learning in selected senior secondary schools in Botswana |
| title_sort | role of code switching in teaching and learning in selected senior secondary schools in botswana |
| topic | Borrowing proper Language policy Inter-sentential code-switching Tag-like/emblematic code-switching Language in education policy Intra-sentential code-switching Code-switching Language planning Language shift Re-borrowing Nonce borrowing Code-mixing UCTD |
| url | http://hdl.handle.net/2263/24824 http://upetd.up.ac.za/thesis/available/etd-05192011-114147/ |