The role of code-switching in Grade 6 mathematics teaching and learning

Abstract

Code switching is a common practice in many classrooms where the learners' home language is not used as the Language of Leaming and Teaching (LoLT). This study investigates the role of code-switching in Grade 6 mathematics teaching and learning in one primary school in the Western Cape. The study focused on Grade 6 mathematics as recent systemic evaluation results reveal that many South African learners perform poorly in mathematics at national and provincial levels. Specifically, the study looked into circumstances or conditions under which code switching occurs in the Grade 6 mathematics classroom in order to gain an insight into how code switching enhances or hinders learners' understanding of mathematics concepts where English (First Additional Language) is used as the main medium of instruction. It involved two Grade 6 teachers (the Head of the Intermediate Phase, and one Grade 6 mathematics teacher) and learners who were home language speakers of isiXhosa in order to get their views on the role of code switching in mathematics teaching and learning. This study followed a qualitative research design and methods to collect data from the participants. Data were collected by means of classroom observations, interviews, a group questionnaire and focus group discussions in order to make sense of code switching practices in Grade 6 mathematics teaching and learning. Following a constructivist theoretical framework, the findings of this study show that whilst code switching is a valuable linguistic and cognitive resource in facilitating better communication and understanding of mathematics subject content, it can also be a barrier to learners' understanding of mathematics concepts if it is not properly and systematically used for scaffolding and mediation purposes.