Code-switching as a pedagogical practice for senior phase teachers teaching content subjects in OR-Tambo district

African Journal of Teacher Education and Development

 
 
Field Value
 
Title Code-switching as a pedagogical practice for senior phase teachers teaching content subjects in OR-Tambo district
 
Creator Seabela, Marcia M. Ncanywa, Thobeka
 
Subject — code-switching; English language; pedagogy; senior phase; content subjects; academic performance; academic background; Department of Education; School Management Team
Description Background: The notion that teaching content subjects in schools utilising code-switching as a pedagogical approach contributes positively to academic achievements is well documented.Aim: This article demonstrates the effectiveness of code-switching as a pedagogical practice for senior-phase teachers teaching content subjects in some selected schools of the OR-Tambo education district.Setting: The study was conducted in three semi-rural schools in the Eastern Cape province.Methods: The study utilised a mixed-method research approach in three public schools. Participants were purposefully selected. Thematic content analysis was used to interpret the results.Results: The findings of this study indicated that teachers’ frequent use of code-switching during the senior phase teaching of the English language is a norm in a classroom. At the same time, learners were frustrated to learn the content subjects in English. Moreover, poor learner academic background affects their academic performance in the content subjects. The study reveals a notable lack of pedagogic support for teachers from officials in the Department of Education as well as a sizable component of the school administration team.Conclusion: The use of code-switching is a useful tool to improve the effectiveness of teaching and learning in senior-phase lessons.Contribution: The study recommends that teachers and learners be encouraged to use code-switching, especially when dealing with difficult material to be taught in English. The study recommends that the Department of Education conduct extensive workshops on professional growth. This all-encompassing strategy might seek to strengthen the senior phase classroom, creating a lively and encouraging atmosphere for teachers and learners alike.
 
Publisher AOSIS Publishing
 
Contributor
Date 2024-05-10
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/ajoted.v3i1.39
 
Source African Journal of Teacher Education and Development; Vol 3, No 1 (2024); 10 pages 2958-0986 2958-8650
 
Language eng
 
Relation
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https://ajoted.org/index.php/ajoted/article/view/39/136 https://ajoted.org/index.php/ajoted/article/view/39/137 https://ajoted.org/index.php/ajoted/article/view/39/138 https://ajoted.org/index.php/ajoted/article/view/39/139
 
Coverage — — —
Rights Copyright (c) 2024 Marcia M. Seabela, Thobeka Ncanywa https://creativecommons.org/licenses/by/4.0
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