The nexus between Geography teachers’ code-switching perceptions and practices: A case study
The study investigated the intersection between teachers' perceptions of code-switching and their actual code-switching practices. The research focused on four Grade 10-12 Geography teachers who were selected purposefully based on their qualifications, teaching experience, fluency in, or famili...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
ERRCD Forum
2024-03-01
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| Series: | Interdisciplinary Journal of Education Research |
| Subjects: | |
| Online Access: | https://pubs.ufs.ac.za/index.php/ijer/article/view/992 |
| _version_ | 1827298342569246720 |
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| author | Ditiro Leruele Jabulani Sibanda |
| author_facet | Ditiro Leruele Jabulani Sibanda |
| author_sort | Ditiro Leruele |
| collection | DOAJ |
| description | The study investigated the intersection between teachers' perceptions of code-switching and their actual code-switching practices. The research focused on four Grade 10-12 Geography teachers who were selected purposefully based on their qualifications, teaching experience, fluency in, or familiarity with, the two languages involved, and the grade level they taught. Following the interpretive paradigm and qualitative approach, the study employed semi-structured interviews to gather the participants' perceptions of code-switching as a teaching practice, as well as their implementation of it in the classroom. Additionally, classroom observations were conducted to observe the teachers' actual code-switching practices during Geography lessons. The study then compared the teachers' perceptions and practices to determine the extent of their intersection. Thematic data analysis was used to analyse the data. The results revealed a discrepancy between the teachers' perceptions and practices, particularly in terms of the purposes, types, and frequency of code-switching, among other aspects. The study concludes that classroom code-switching was not a deliberate and conscious activity guided by a well-informed and equally conscious understanding of the practice, but rather a largely habitual behaviour. As a recommendation, the study suggests conducting in-service workshops to enhance teachers' comprehension of code-switching and provide them with effective strategies for its application in the classroom. |
| first_indexed | 2024-04-24T15:12:59Z |
| format | Article |
| id | doaj.art-956a46d9cf874c59b9a2797f58916ce6 |
| institution | Directory Open Access Journal |
| issn | 2710-2114 2710-2122 |
| language | English |
| last_indexed | 2024-04-24T15:12:59Z |
| publishDate | 2024-03-01 |
| publisher | ERRCD Forum |
| record_format | Article |
| series | Interdisciplinary Journal of Education Research |
| spelling | doaj.art-956a46d9cf874c59b9a2797f58916ce62024-04-02T10:08:30ZengERRCD ForumInterdisciplinary Journal of Education Research2710-21142710-21222024-03-01611310.38140/ijer-2024.vol6.11956The nexus between Geography teachers’ code-switching perceptions and practices: A case studyDitiro Leruele0https://orcid.org/0009-0006-8223-9729Jabulani Sibanda1https://orcid.org/0000-0001-5328-5888Sol Plaatje University, South Africa Sol Plaatje University, South Africa The study investigated the intersection between teachers' perceptions of code-switching and their actual code-switching practices. The research focused on four Grade 10-12 Geography teachers who were selected purposefully based on their qualifications, teaching experience, fluency in, or familiarity with, the two languages involved, and the grade level they taught. Following the interpretive paradigm and qualitative approach, the study employed semi-structured interviews to gather the participants' perceptions of code-switching as a teaching practice, as well as their implementation of it in the classroom. Additionally, classroom observations were conducted to observe the teachers' actual code-switching practices during Geography lessons. The study then compared the teachers' perceptions and practices to determine the extent of their intersection. Thematic data analysis was used to analyse the data. The results revealed a discrepancy between the teachers' perceptions and practices, particularly in terms of the purposes, types, and frequency of code-switching, among other aspects. The study concludes that classroom code-switching was not a deliberate and conscious activity guided by a well-informed and equally conscious understanding of the practice, but rather a largely habitual behaviour. As a recommendation, the study suggests conducting in-service workshops to enhance teachers' comprehension of code-switching and provide them with effective strategies for its application in the classroom.https://pubs.ufs.ac.za/index.php/ijer/article/view/992code-switching practicemultilingualism teachers’ perceptionsteachers’ practicesgeography teachers |
| spellingShingle | Ditiro Leruele Jabulani Sibanda The nexus between Geography teachers’ code-switching perceptions and practices: A case study Interdisciplinary Journal of Education Research code-switching practice multilingualism teachers’ perceptions teachers’ practices geography teachers |
| title | The nexus between Geography teachers’ code-switching perceptions and practices: A case study |
| title_full | The nexus between Geography teachers’ code-switching perceptions and practices: A case study |
| title_fullStr | The nexus between Geography teachers’ code-switching perceptions and practices: A case study |
| title_full_unstemmed | The nexus between Geography teachers’ code-switching perceptions and practices: A case study |
| title_short | The nexus between Geography teachers’ code-switching perceptions and practices: A case study |
| title_sort | nexus between geography teachers code switching perceptions and practices a case study |
| topic | code-switching practice multilingualism teachers’ perceptions teachers’ practices geography teachers |
| url | https://pubs.ufs.ac.za/index.php/ijer/article/view/992 |
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