Impact of Code-Switching in Learning and Teaching of Mathematics: A South African Perspective
Zwelivumile Malindi, Berington Zanoxolo Gobingca & Clever Ndebele 
Issue: Vol.4 No.3 March 2023 Article 2 pp.181-195
DOI: https://doi.org/10.38159/ehass.2023432| Published online 3rd March, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This paper examines the impact of code-switching on the learning and teaching of Mathematics. The research was conducted in selected primary schools in O.R. Tambo Inland Education District in the Eastern Cape Province of South Africa. The researchers adopted a case-study research design. Four focus groups, each represented by six members, were used during data collection through semi-structured focus group interviews conducted face-to-face. Two groups were from rural-based schools and two groups were selected from urban-based schools. Purposive sampling was used to select participants with a focus on Mathematics grade six (6) teachers. The results show that code-switching is inevitable in teaching learners whose first or mother tongue is not English language when English language is used as the language of learning and teaching (LoLT). Secondly, code-switching is a useful and effective learning and teaching strategy for grade six (6) learners in Mathematics. The study recommends that teacher trainees should be introduced to a minimum of three (3) languages during their training in the teaching profession. In addition to making code-switching acceptable and official, Mathematics teachers should use it as a learning and teaching method or strategy.
Keywords: Bilingualism, Code-switching, Learner Competence, Multi-cultural Classrooms
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Dr. Zwelivumile Malindi, is a novice researcher in the field of educational sciences. He graduated his DEd at Walter Sisulu University (WSU), Master and Bed at the former University of Transkei (UNITRA) currently known as WSU. Is currently working as a Deputy Chief Education Specialist (DCES) in the O R Tambo Inland (ORTID) Education District of the Eastern Cape South Africa. A former part-time lecturer at UNITRA and a school principal in the former Libode Education District.
Dr Berington Zanoxolo Gobingca is currently a Dean: Faculty of Educational Sciences at Walter Sisulu University. He has more than 10 years in higher education institutions’ teaching experience. He has successfully supervised almost five doctoral, nine Masters and 10 Hons students. He has participated in recurriculation and reviewing of undergraduate and postgraduate teacher education programmes. He is also participating as an External Examiner for Masters in various higher education institutions. He is a member of various University management, leadership and governance committees. He has won VC’s Excellent Award for Teaching and Learning. He is actively involved in community engagement and partnership.
Prof. Clever Ndebele is currently the Senior Director: Learning and Teaching at Walter Sisulu University. He has extensive experience in higher education studies with more than 10 years’ experience at senior management level in the area of teaching and learning at several universities in South Africa. Has participated in several (NRF) research projects on academic staff development in collaboration with other universities and has also been involved in Teaching Development Grant National collaborative projects (namely PGDHE for educational development practitioners and PGDHE for academics). He is also a member of the CHE National Standards and Reviews Committee and the CHE Peer Advisory Group on Reconceptualising Teaching and Learning (RELATE). Prof Ndebele currently oversees academic staff development and student academic support and coordinates the University Capacity Development Programme, the New Generation of Academics Programme, National Siyaphumelela Student Success project and Future Professors Programme at Walter Sisulu University.
Malindi,Z., Gobingca, B.Z. & Ndebele, C. “Impact of Code-Switching in Learning and Teaching of Mathematics: A South African Perspective,” E-Journal of Humanities, Arts and Social Sciences 4, no.3 (2023):181-195. https://doi.org/10.38159/ehass.2023432
© 2023 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
