Code-Switching in Practice: Prevalence in Classroom Interactions during English and Mathematics Lessons at Selected Secondary Schools in Muhanga District, Rwanda

Abstract

In multilingual communities—a large number of them in Africa—the use of code switching and its impact on classroom interactions differ greatly depending on the area’s linguistic environment, educational policies, and cultural views on multilingualism. In Rwanda, where English proficiency is limited and the English language is the medium of instruction, code-switching (henceforth CS) seems to be a persisting practice in classroom interactions, and it has impacts on teaching and learning English and mathematics subjects. This study aimed to investigate the effects of code-switching on classroom interaction, focusing on English and mathematics subjects, specifically in selected secondary schools in Muhanga District, Rwanda. The study investigates the use of code-switching in English and mathematics subjects within multilingual societies, focusing on the challenges posed by language proficiency gaps. It aims to determine how prevalent code-switching is, its impact on classroom interaction, the reasons behind its use, and the perspectives of teachers and learners. The study was based on Kwame’s interactionism theory, which emphasizes the significance of experience, environment, and innate learning abilities in language acquisition. A descriptive research design was employed, utilizing a mixed-method approach for data collection, analysis, and presentation. Data was gathered through a questionnaire for teachers and students, an interview guide to meet the results from English and mathematics teachers in each of the participating schools, as well as an observation guide. The study’s target population included 475 participants: 467 students, 4 English teachers, and 4 mathematics teachers. A sample size of 90 respondents was selected, consisting of 82 students, 4 English teachers, and 4 mathematics teachers. Students were chosen using systematic sampling, where the first respondent was selected randomly and the next respondent was picked at intervals of two. Teachers, on the other hand, were selected through purposive sampling techniques. The data were coded, and their analysis was conducted using SPSS version 20, employing statistical tools such as frequency counts, percentages, means, and standard deviations. The key findings revealed that CS is a prevalent practice used to bridge linguistic gaps, aid comprehension, and foster effective communication, particularly in mathematics, due to its conceptual nature and diverse linguistic backgrounds of students and teachers. They also revealed that its overuse can affect language proficiency and the loss of cultural identity. Therefore, the study recommends that it should be used strategically. The findings of this study influence language policy implementation and instructional strategies in Rwanda’s educational system. It recommends moderate use of code-switching to enhance understanding and classroom interaction, while encouraging teachers and students to use the language of instruction for self-improvement.