Code-switching as an Instructional Strategy in a Multilingual Classroom Setting: Examining Its Effects on the instruction of the Sesotho Home Language

Code-switching as an Instructional Strategy in a Multilingual Classroom Setting: Examining Its Effects on the instruction of the Sesotho Home Language

Soyiso Khetoa

Issue: Vol. 7 No. 1 2026 Article 14 pp.192 – 209
DOI : https://doi.org/10.38159/jelt.20267114 Published online 27th February 2026.

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ABSTRACT

Code-switching remains an enduring and widespread feature of linguistic contact in many South African communities. This study investigated the pedagogical and sociolinguistic implications of code-switching in multilingual South African classrooms by focusing specifically on the teaching and learning of Sesotho Home Language. The study explored how code switching is employed by learners, teachers, and parents to facilitate comprehension, improve classroom participation, and support knowledge transfer. A desktop qualitative research design was adopted. This desktop approach involved a critical analysis of Khetoa’s (2016) MA dissertation, which provided foundational insights into linguistic practices in Sesotho classrooms. The findings reveal that code switching is a prevalent and functional strategy used to navigate complex concepts and promote the engagement of the learners. However, excessive reliance on mixed-coded speech can hinder vocabulary development and compromise learners’ ability to perform adequately in assessment contexts that require the use of standard Sesotho. The study recommends a balanced approach that embraces code-switching as a scaffold for learning while emphasizing the refinement of Sesotho linguistic competence. This research contributes to African languages scholarship by offering a nuanced understanding of code-switching as both a pedagogical tool and a sociolinguistic reality. It highlights the need for context-sensitive teaching strategies that support progressive multilingualism while safeguarding African language development.

Keywords: Code-switching, Instructional Strategy, Multilingual, Classroom, Instruction

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AUTHOR(S)

Dr. Soyiso Khetoa is a sociolinguist and the current Head of the Department of African Languages at the University of the Witwatersrand in the School of Literature, Language and Media, who is making a notable impact on the field of African languages sociolinguistics. With a diverse and robust academic portfolio, Dr. Khetoa has authored numerous journal articles and book chapters, with additional research articles under review for publication. His scholarly interests span a wide range of topics, including multilingualism, translanguaging, language teaching and learning, humanizing teaching pedagogy, the reintellectualization of African languages, socio-onomastics, narrative arts, and language ideologies. Dr. Khetoa has presented his research at prestigious conferences locally and internationally, sharing insights that shape contemporary sociolinguistic discourse. In addition to his academic endeavors, he serves as a peer reviewer for various esteemed academic journals, playing a pivotal role in advancing research and scholarship in his field. He is also a founding editor for a prestigious journal that publishes articles on linguistics, literary and communication.

TO CITE ARTICLE

Khetoa, Soyiso. “Code-switching as an Instructional Strategy in a Multilingual Classroom Setting: Examining Its Effects on the instruction of the Sesotho Home Language.” Journal of Education and Learning Technology 7, no.1 (2026): 199 – 210. https://doi.org/10.38159/ehass.20267114