Antia, Bassey E.Bassi, Madu Musa2022-01-262024-03-272024-03-272021https://hdl.handle.net/10566/9971Philosophiae Doctor - PhDIt has been noted by Lin (2013) that studies on multilingual talk, as illustrated by code switching in the classroom, have been repetitive and descriptive, and have for a while not been underpinned by substantially new or different questions (Lin, 2013:15). First, many of the studies in the literature have, for instance, concluded that there is a functional allocation of languages (FAL) in multilingual classroom teacher talk (e.g. Baker, 2012; Martin, 1996; Probyn, 2006, 2014; Jegede, 2012; Modupeola, 2013; Salami, 2008), such that language �a? is used for presentational knowledge, and language �b? is used for explanatory knowledge, and these claims have not been subjected to sustained scrutiny. Secondly, codeswtiching and translanguaging increasingly have been the dominant and exclusive frameworks used, and this has limited the kinds of insights that can be obtained or the kinds of questions that can be posed.enClassroom discoursesTranslanguagingMultilingual classroom teacher-talkKnowledge profilesNigeriaUniversity of Western Cape