EFFECTS OF CODE SWITCHING ON ENGLISH LANGUAGE LEARNING AND TEACHING IN A BILINGUAL

CLASSROOM IN KIAMBU COUNTY

PAULINE WAMAITHA

KED/G/068/20

A RESEACH PROJECT SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE DEGREE IN

BACHELOR OF EDUCATION (ARTS).

SCHOOL OF EDUCATION

DEPARTMENT OF EDUCATION

KIRIRI WOMEN'S UNIVERSITY OF SCIENCE AND TECHNOLOGY

MARCH 2024

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 DECLARATION BY THE CANDIDATE

This proposal is my original work and has not been presented for a degree in any other university.

Sign_______________ Date: _______________

PAULINE WAMAITHA

KED/G/068/20

DECLARATION BY THE SUPERVISORS

This proposal has been submitted for examination with my approval as university supervisor.

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Sign:______________. Date: _________________

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CHAPTER ONE

1.1 BACKGROUND INFORMATION

Kenya is a home to over sixty different ethnic groups, each with its own language and dialects. Swahili and English

are two official languages, with Swahili serving as a lingua franca among different ethnic groups, and English being

language of education, government and business. When different speakers of different languages come into

contact in cases such as; education, trade, migration, the issue of multilingualism is raised from there. Myers-

Scotton(1995) observes that when people come from the same ethnic background, they tend to use their mother

tongue. She also suggested that school children are speakers who do most code switching no matter the socio-

economic level.

In 1963 after independence, English remained the official language to be used in official documents and

government legislation . However the government wanted a unifying language and as a result, Kiswahili was

chosen.It served as a Lingua franca and officially adopted as a national language and even proposed as a discipline

in the dapartment to be established later in Royal college, present day, University of Nairobi. Later, Kiswahili

bacame more significant after the introduction of the 8-4-4 system where it was made a compulsory subject taught

in primary and secondary Schools. It was also examined in two national examinations that is, Kenya Certificate Of

Primary Education and Kenya Certificate Of Secondary Education. At this time, English language encountered some

changes like; being combined with Literature and being given fewer lessons in schools. Kiswahili was also taught in

tertiary levels like in colleges and universities.

Multilingual speakers who live together in a community have two or more languages available to them and can

therefore switch from one language to another without being aware of the determiners of language choice.

According to Crystal (1987) code or language switching refers to the alternation between two languages by a

bilingual during speech with another person. Numan and Carter(2001) also defined code switching as a

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phenomenon of switching form one language to another in the same discourse. It can be a word, phrase or a

sentence. Code switching is different from code mixing. Myers Scotton(1995) refres to code switching as a

language alternation across sentence boundaries while code mixing refers to alternation within sentence

boundaries. For example;

Code mixing; Sorry,nmechelewa kuingia kazi Leo.

Code switching; Am tired today.Nataka kulala.

Code switching occurs frequently in both formal and informal settings. In formal contexts like education and

workplace, individuals may switch between English and Swahili or other local languages based on the situation,

audience, or topic of discussion. This fluidity allows for effective communication and comprehension among

speakers of different linguistic backgrounds.

In informal setting such as social gatherings, code switching is even more common, with individuals seamlessly

alternating between languages depending on the group they are interacting with personal preference, or the

specific cultural context of the conversation. This reflects the dynamic nature of language use in Kenya and the

importance of language as a marker of social identity and belonging.

Code switching is a common phenomenon in multilingual or multicultural communities where

individuals are fluent in multiple languages. Code switching is also known as language alternation. It

occurs when a speaker alternates between two or more languages or language variety in the context of

single conversation or situation. Code switching is different from the ability of an individual to use

multiple languages because because code switching is the act of using multiple languages together.

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Multi-linguals sometimes use elements of multiple languages when conversing with each other. Code

switching is the use of more than one linguistic variety in a manner consistent with the syntax and

phonology of each variety. Code switching may happen between sentences, sentence fragments, words

or individual morphemes. Code switching occurs when there is a change in the environment when

speaking. It happens in the context of speaking a different language or switching the verbiage to match

that of the audience. Code switching is applied in the following circumstances ; when speakers are

unable to express themselves adequately in a single language or to signal an attitude towards

something.

There are different types of code switching. They include; intrasentential code switching, intersentential

code switching, tag switching and extra-sentential code switching. Intrasentential code switching occurs

within a sentence while intersentential code switching occurs between sentences. Tag switching refers

to the insertion of a word or a phrase from another language into a sentence. Extra-sentential code

switching involves switching languages between larger units of speech. Additionally, factors influencing

code switching include the interlocutor factor, physical situation, topic of discourse, regional factor and

lack of vocabulary.

Code switching is commonly used in bilingual or multilingual communities and use of vocabulary,

grammar and accents from a number of languages and dialects. Code switching individuals decide which

language features to use based on their social setting. Although it can be done on purpose, it often

happens subconsciously and many people are not aware they are doing so. Code switching can be done

due to the following reasons; to allow for successful communication and to ensure others understand

them. Another reason is to fill lexical gaps. People may switch to another language when there is no

word for what they want to say in the language they are speaking. Most languages cannot be directly

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translated and there are often words that exist in one language with no translation in another language.

The other reason for code switching is to exclude others . When two people are having a conversation

and perhaps sayings things they should not, they may code switch and talk in another shared language

to hide what they are saying. People switch codes because it is natural. Code switching occurs

subconsciously and many people will inadvertently switch between languages, dialects, accents and

registers without realizing they are doing so.

Examples of code switching include; switching between languages in a multilingual conversation,

switching between a regional dialect and a standard select when speaking in different settings and

switching between registers in a conversation, for example; a teacher switching from a formal register to

a casual one when talking to a parent. In Kenya ,code switching is an accepted phenomenon. It is

brought about by multilingualism in a linguistic aspect to reckon within social-political and curriculum

spheres . In a school setup with learners from different ethnic backgrounds, naturally Kiswahili and

English will be logically the most used languages in discourse. This is the reason as to why this study

attempts to investigate the effect of code switching on English language.

1.2 STATEMENT OF THE PROBLEM

The Kenyan Constitution spells out the official and national language to be used in Kenya.Chapter 2 ,Article 7 of the

constitution notes that the national language of the Republic is Kiswahili and English .This means that every Kenyan

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citizen who pays a visit to any public office can opt to be served and addressed in Kiswahili or English Language.In

the 8-4-4 system , Kiswahili was introduced as a subject in both primary and secondary Schools and made it an

examinable subject at both levels hence its prestige and use became at per with English.In schools,teachers and

learners come from different ethnic background therefore they tend to use different languages alternatively to

enhance proper understanding of concepts and promote solidarity in the classroom.Teachers and learners use

English, Kiswahili together with other local languages in classroom conversations.Today's youths in Kenya ,mostly

learners,find code switching normative in their discourse during learning.Omulando(2002) found out in her study

that teachers do code switching in classroom across the curriculum.This phenomenon of code switching have

delayed the learning of English language in schools where learners fail to use correct Grammer, sentences with

ungrammatical structures and less use of English vocabulary.Alternation between English and Kiswahili is common

among students in schools.It is a linguistic problem that affects teaching of English language in many

ways .Therefore this study seeks to find out the effects of code switching on learning and teaching of English in

Kiambu county.

1.3 RESEARCH TOPIC

Effects of code switching on teaching and learning of English language in Bilingual classrooms (English and

Kiswahili).

1.4 RESEARCH OBJECTIVES

Primary objective; To investigate the effects of code switching on teaching and learning of English language in

Kiambu County.

Specific objectives;

1.To determine how code switching takes place and what is the dominant language in the classroom.

2.To examine what extent does code switching influence learning of English as a second language.

3.To examine the influence of Sheng in learning and teaching of English language.

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 1.5 RESEARCH QUESTION

1.What are the effects of code switching in English language teaching and learning in a classroom.

2.How does code switching takes place and what is the dominant language in the classroom.

3.To what extent does code switching influence English as a second language.

1.6 RESEARCH HYPOTHESIS

1.Code switching and students and teachers doesn't affect English language teaching in classrooms.

2.Code switching is a non - spontaneous use of language commonly used outside the classroom.

3.Code switching in everyday classroom interaction among students does not influence learning of English as a

second language.

1.7 SIGNIFICANCE OF THE STUDY

This study will help to find out how code switching affects the learning and teaching of English language .It will help

teachers of English to implement new strategies to enhance effective teaching methods inorder to meet the

national objectives of the language curriculum.

1.8. JUSTIFICATION OF THE STUDY

This study provides valuable insights into how language alternation influences English language learning

and teaching. Understanding these effects can enhance educator's ability to effectively scaffold language

acquisition,optimize instructional strategies and promote linguistic and cultural competence among

students. Additionally this research can inform curriculum development and policy decisions aimed at

fostering inclusive and equitable learning environments for multilingual learners.

1.9. SCOPE OF THE STUDY

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This study is carried out in an English language classroom to determine the effects of code switching on

English language teaching and learning.It is carried out in secondary schools in Kiambu county. A

classroom activity is adopted where students work in groups to allow student to student interaction

with less teacher- directed instruction.

The study is conducted in secondary schools in Kiambu county. Target population is five schools in the

county.The school heads and the heads of department of language are included in the study together

with the students. These schools include;Loreto Girls High school, Chania Boys, Gacharage Mixed Day,

Mutunguru secondary and Thimbigua secondary scool. This study uses questionnaires and interviews as

data collection instruments. The theoretical / conceptual framework for the study is based on a

combination of ;sociological framework,Interactional language theory and the theory of language

learning.

1.10. LIMITATIONS OF THE STUDY

This study is face by various limitations.One of them is; It is not possible to observe all the groups at ago

because one group is observed for a minimum of 20 to 30 minutes before moving to the next group.

Another limitation is that, while observing, only the attitude of the students in classroom discourse

determine how much could be observed and recorded during the interactions.

In some cases, students are shy when they realize they are being tape recorded and they become less

interactive in the groups. Also in some groups there are students who dominate the interactions while

others rarely speak hindering full participation.Also ,the presence of the researcher as an outsider right

influences the outcome of the interaction unlike when the students are on their own. Furthermore

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languages in informal classrooms may have complex meanings that are part of the shared culture and

might have hidden meaning to the researcher as an observer.

CHAPTER TWO

2.0. LITERATURE REVIEW

2.1. INTRODUCTION

This chapter reviews past available literature in the area of the study and other related literature.This

ranges from language learning in classrooms, code switching and second language learning and code

switching and sheng.

2.2. LANGUAGE LEARNING IN CLASSROOMS

Language learning in classrooms can be facilated through various methods such as interactive activities,

group discussions, language drills and immersion techniques. Incorporating multimedia resources like

videos and audio recordings can also enhance the learning experience. Additionally providing

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opportunities for real life communication and cultural exchanges can deepen students' understanding

and proficiency in the language. Much of the literature available dwells on classroom interaction in

which the verbal behavior of the teacher plays a great role. Edward and Furlong (1978) assert that

sociolinguists are interested in how speech is organized in contexts which are typica , recurrent and

related to social factors. Social relationships are studied to see how the are realized linguistically.

Research focusing on discourse analysis ,study of language of teachers has been intensive. As a

result ,the desire to search for better ways of teaching communicative competence to second language

learners have emerged. The rules of conversation and perceiving the intended meaning will assist in

finding ways of teaching second language ( Brown; 1996). It is important to note that all these studies

takes place in formal classrooms where the teacher has been the symbol of authority , and in class still

there are predetermined rights ,what Myers-Scotton (1995) called rights and obligation sets.

Furthermore a student who cannot communicate within the context risks being excluded in the

language learning process. Edward and Furlong (1978) observed that in a situation where the students

were working in groups in classrooms with no obvious leaders and where they could initiate contacts

with the teacher if there was need to, they remained free and at home. In a multilingual context, what

constrains or countenance the language learning largely depends on what the teacher does with various

linguistic choices available. As much as the whole business of schooling involves an attempt to reinforce

the use of standard variety of languages, no standard speech can be a disadvantage not because such

speech is inherently inferior as an instrument of thought, but because it is so easily read as evidence of

low ability. Students who cannot speak the form that is expected or is thought proper in classroom are

common users of code switching.

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The above issue raises the relationship between first and second language learning with regard to

language and thought. Stubbs(1992) poses the question; Does thought depend on language? Most

scholars agree that language is related to thinking, learning and cognitive development. Language helps

to shaoe the thinking and thinking help to shape the language. According to Foley(2003) when discourse

participant speaks more than one language , there is a wide range of discourse options available. Code

switching can be regarded to as a diverse linguistic resource from which an individual speaker can

choose to draw from diverse linguistic resources inorder to communicate and therefore will alternate

between the languages. There have been various arguments advanced on bilingualism in general with

regards to language use and interaction. Foley argues that the first language may remain the dominant

language of use in a wider range of context . This means that depending on the situation, the learners

can switch to available choices in interaction provided the required information is obtained.

2.3. CODE SWITCHING AND SHENG

Code switching refers to the practice of of alternating between two or more languages or dialects within

a conversation or discourse. It is commonly observed in bilingual or multilingual individuals and can

occur for various reasons ; such as to express cultural identity , convey nuance or fill lexical gaps. In

Kenya Kiswahili and English are the official languages. Besides the two languages, there emerges sheng

which is the most spoken language by youths in Kenye especially those from urban areas. This sheng

language keeps changing overtime. According to Mazuri(1995) sheng is a result of code switching

between Kiswahili and English. It is argued that sheng came as a result of rural to urban migration which

brought the need for a lingua franca. Sheng is neither a creole nor a pidgin. According to Bosire (2006) a

creole is the main language of speech community which draws their primary lexicon from one language

whose speakers are in some sense dominant. Therefore sheng doesn't conform to the nature of a

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creole. On the other hand sheng can't be a pidgin bacause it doesn't not draw it's lexicon from one

dominant language. According to Osinde (1986) sheng is a result of imperfect kiswahili mixed with

English and vernacular languages mainly Kikuyu and Luo. It can be traced to the youths of working class

in Nairobi who speaks it as a secondary code to their first language. In fact it has been argued that it is

becoming the first language for some families ( Bosire, 2005). Mazrui(1995) argues that sheng is a slang

primarily based on Swahili - English code switching with elements from Swahili and English ending up

destroying Swahili morpho- syntactic structures.

Sheng is grammatically unstable social code that sounds like Kiswahili but has distinct and unstable

vocabulary ( Ogoch,2002). It is widely spoken among the urban youths and a few youngsters in the rural

areas. Sheng is vibrant and constantly evolving youth language spoken mainly in Kenya particularly in

urban areas. It blends elements from various languages including Kiswahili, English and local dialects, as

well as slang and cultural references.Exampes of sheng words and their meanings in English include;

Mathe -mother

Buda- brother of friend

Squad- group of friends

Chapaa- money

Msupa- girlfriend

Students in schools commonly use sheng when interacting in discussions or when doing assignments yet

the same work is required to be written in English or Kiswahili. Sheng spread fairly so fast so that the

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speakers are fluent in it. Sheng depends on code switching inorder to thrive and therefore its vocabulary

is fluid as slang's.

In this study,sheng is considered as a code. It is clear that there is not clear differences between sheng

and code switching. Furthermore the classroom discourse is an academic activity that might imply fair, if

little, formality using available languages ; Kiswahili and English. Myers-Scotton(1995) observes that

Swahili- English code switching in Kenya is the unmarked choice in communicative codes. Sheng is a

variety of Swahili as a matrix language with English embeddings. Myers-Scotton does not differentiate

code switching as Bosire (2006) does. It can be said that sheng is common among the youths in urban

areas therefore it is the unmarked choice of communication. If taken as a code then, it is part of the

choices available to students besides English and Kiswahili.

Sheng is an identity marker. The youths develop it to exclude others in their daily conversations. It can

be seen as a form of code switching either marked or unmarked depending on the context it is spoken. It

is a common feature among students in and outside classrooms. Sheng mayfibd its way into interactions

geared towards developing skills and language learning in general. This study sought to investigate the

phenomenon as part of code switching.

2.4. CODE SWITCHING AND SECOND LANGUAGE ACQUISITION

Behaviorist theory by Skinner(1957) expains the phenomenon of language acquisition. According to him,

learning takes place through operant conditioning without a necessary observable stimulus. The operant

behavior is maintained by consequences, if the consequences is punishment, then the behavior is

weakened or stopped. It applies to human beings, language acquisition is a verbal and individuals are

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reinforced by their own speech in conversations as they receive reinforcements of others within that

environment. As they repeat grammatically correct constructions in their speech they acquire language.

It also happens when acquiring second language.

Code switching provides an opportunity for learning language.The behaviorist view was rejected by the

proponents of nativist theory. The most notable theory that revolutionized directions in second

language learning was by Chomsky(1972) posits that language acquisition takes place as the brain

matures and exposure to the appropriate language is obtained. According to Chomsky (1965), children

are born with Language Acquisition Device (LAD) principles of language in place. They are therefore

capable of of producing complex structures at young age, not through imitation or association but

through a highly complex innate ability. Language Acquisition Device contains pre-programmed systems

responsible for meaning like computers. Therefore sub- conscious choices are made from experience. In

second language acquisition the brain resets the way parameters were set in the first language.

Chomsky's disciplines describe language as a specie- specific and that human beings are biologically pre-

determined to have language. They claim the aspect of meaning abstractness and creativity are

accounted for more adequately in Language Acquisition Device.

Krashen(1995) argued that language acquisition depends upon trying to comprehend what people are

saying and understanding it. What is important is the comprehensible input that is picked up from the

environment where language is used in context. Cook (1995) observes that language learning fails to

occur if when the learner is deprived of meaningful language. Recent studies indicate that there is an

overlap of several aspects when it comes to language acquisition and second language learning and that

cognitive aspect, experience, verbal behavior and the social system play crucial role. According to

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Brown( 1995) individuals who learn a second language in such seperate contexts are known as

coordinate bilinguals. They have two meaning system as opposed to compound bilinguals with one

meaning from which both languages operate. Perhaps a common phenomenon in Kenya's urban centers

is the first instance where children learn English and Kiswahili simultaneously. However this is not

confined to urban centres as this is also the case in rural centres.

Code switching can also be viewed as part of compensatory strategy when learners use it as a resource

to acquire language . There is always the possiblity of switching from from second language to first

language. The extent to which this is done depends on the interact's analysis of the communication

situation. Where learners share first language it enables them to to code switch extensively between

first and second language. Ferch and Kasper (1980) observed that by using hypothetical rules and testing

them, learners tend to switch whenever they experience a problem; say an item is difficult to retrieve or

is considered problematic from a correctness point of view.

2.5. THEORETICAL FRAMEWORK

INTERACTIONAL LANGUAGE THEORY( ILT)

Interactional Language Theory is a sociological framework that focuses on the role of language in

shaping social interactions and constructing social realities. It is developed by sociolinguist Johh J.

Gumpere in 1960s and 1970s. The theory emphasizes on the importance of context ,culture and social

norms in understanding communication. It highlights the importance of contextualization cues which

are verba and non - verbal signals that provide important information about the meaning of utterances.

These cues help participants in a conversation interpret the intended message and adjust their

responses accordingly .These cues may include; intonation,gestures and facial expressions.

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The theory recognizes that individuals often switch between different frames when communicating in a

diverse social context. These frames are shaped by cultural norms, social roles and shared

understandings with a particular community. Frame switching allows individuals to navigate complex

social interactions and adopt their language use to fit the expectations of different social groups. It

examines how participants in a conversation organize and structure their interactions including turn

taking patterns, consequences of actions and distribution of speaking roles. By analyzing participant

structure, researchers can uncover underlying power dynamics, social hierachies, cultural norms that

influence communication patterns. It also emphasize the importance of conducting ethnographic

research to understand communication practices within specific cultural contexts .It allowsa the

researchers to explore how language is used in everyday social interactions and how it reflects broader

social processes such as socialization.

2.6. SUMMARY

It has been established in the Literature Review that various views have been expressed about code

switching. The views expressed range from how code switching is perceived either as a natural

normative linguistic behaviour that posses intellectual challenge. Different scholars have looked at code

switching interms of linguistic constraints , function and the general effects in sociolinguistic contexts.

All agree that code switching is a product of bilingualism and multilingual. This extension includes code

switching in classrooms and its impacts on English teaching. This phenomenon of code switching can be

viewed as from language learning in classrooms, language acquisition and code switching and sheng.

Sheng is a result of a mixture between English and Kiswahili. The researchers view throughout the study

is grounded on the view that the Kenya situation is unique in that besides indigenous languages,English

and Kiswahili are competing languages in classrooms thus allowing for bilingual code switching.

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CHAPTER THREE

3.0 RESEARCH DESIGN AND METHODOLOGY

3.1 INTRODUCTION

This chapter focuses on the design and the methodology used in the study. There is detailed information

on the design, target population ,sampling , data collection,piloting and data analysis.

3.2 RESEARCH DESIGN

According to Des Vaus (2001) the research problems determines the type of design to use in the study. It

consist of collection and analysis of data in a manner that aims to put together the importance of the

study reasons with economy and procedure. This study uses the survey design for gathering accurate

and meaningful data that can be analysed to address research questions or hypothesis effeffectively. In

this study bilingual language learners and social context of language being used is taken into account.

The design help in analyzing the effect of code switching in a bilingual classroom in teaching and learning

of English language in details inorder to come up with clear explanation in regards to the objectives of

the study.

3.3 TARGET POPULATION

The respondets are secondary school students from Kiambu secondary schools. Among them a national

school,provincial school ,extra county ,day and mixed schools. Both boys and girls are involved in the

study. In this study form three and form four students are choosen from each school on the premise

that they are stable bilinguals and are able to express themselves in both English and Kiswahili. The

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school heads,heads of language departments ,language teachers are also included.The total population

adds up to three thousand five hundred(3500)

3.4 SAMPLING

The study uses two types of sampling, simple random sampling and purposive sampling. The two

sampling methods help to ensure that every member of the population has an equal chance of being

selected for the sample and also to target specific characteristics of qualities within the populalation.

And to provide data needed for the success of the study.Random sampling is done to get the sample of

the students. This is done by selecting students who got C+ and above in both languages in the past

examination. Random sampling is also done in order to get sampes of teachers of languages from all

schools where teachers who have more than ten years of experience are selected and included in

respondent list.

The other sampling method to be usesd is purposive sampling. This is ued to obtain sample size of

school heads and head of department of languages. Hence in each school there is only one school head

and one head of department all of them are included in the sample size. This is because they have more

to contribute in the data that is needed for the study.

3.5 RELIABILITY OF THE INSTRUMENTS

Interviews and questionnaires used in the study have to be assessed to determine their reliability.

Questionnaires are administered in Mwihoko secondary school where students are given to fill while

interview is conducted to the principal and the head of language departments. Problems detected are

revised and items reviewed .The instruments are revised and retested before being used.

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3.6 PILOTING OF RESEARCH INSTRUMENTS

Pilot study is carried out before the main study. This is done to try out tools which are to be used in

research to determine their appropriateness and effectiveness. It is also necessary to test whether the

research is able to collect what he or she intends to collect. Pilot test aims to find out whether the

respondents understand the questions and whether the tools wold obtain the required information.

Pilot study is carried out in a school with similar characteristics to this real sample picked at random.

3.7 DATA COLLECTION

In this study there are two tools used in the collection of data,interview and questionnaires. Interview

being one of them, is used to collect data from school heads as well as the heads of departments in

language in each school. The questions to asked during interviews are open ended so that the

respondent are not limited in giving the information they have that is directly connected to the study.

The sample questions are prepared before the interview session.

The other tool is questionnaire . They are used to collect data from language teachers and students.

The printed form haveseveral simple questions which the respondents are expected to choose the

answers from the options given in their own point of view. Teachers will help in administering the

questionnaires and in the supervision.

3.8 DATA ANALYSIS

Bogdan and Bilken(ibid) suggest that the researcher should base his or her analysis on relevant research

questions in their study. Questionnaires are administered to students while open ended interviews to

the school heads and heads of language in each school. The data obtained by the questionnaires are

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analysed quantitatively using numbers while open ended questions provided opinions that are analysed

descriptively.

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