Neither a borrower nor a lender be? Code-switching of first and second languages in mathematical discourse

Abstract

The study seeks to investigate when and why primary school teachers (Grades 1 to 7) and their pupils code-switch between English and chiShona during mathematics lessons. It also focuses on the effects of such code-switching on learning outcomes. Ten primary school teachers in Masvingo city former group B schools were videotaped while teaching mathematics. The 10 teachers and 40 of their pupils were later interviewed. It was found that the teachers switch to the mother tongue to clarify concepts in their own minds and for the pupils. Pupils revert to the mother tongue whenever they cannot express themselves in the language of instruction. Such code-switching appears to be driven by the abrupt shift from first language (L1) to second language (L2) as medium of instruction in Grade 4. Code-switching appears to be caused and maintained by weak facility in the L2 and the unrealistic expectation that pupils will learn mathematical content through the L2 while at the same time learning that L2. The result has generally been an impoverished quality of communication which is counterproductive to the goal of accessing mathematical curricular content.