THE EFFECT OF CODE-SWITCHING ON THE TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SECONDARY SCHOOLS. A CASE STUDY OF SELECTED PUBLIC SECONDARY SCHOOLS IN ATIBA LOCAL GOVERNMENT AREA OF OYO STATE.
Abstract
ABSTRACT
C The study examined the extent and frequency of code-switching among English Language teachers and learners, its impact on classroom dynamics, and how it influences learners’ understanding and participation. A descriptive survey design was adopted. The population consisted of teachers and students in four selected public secondary schools. A structured questionnaire was used to collect data from 100 respondents.
The data were analyzed using descriptive statistics such as frequency counts and percentages. Findings revealed that code-switching is frequently practiced in English Language classrooms and is often used by teachers to clarify difficult concepts. Students showed greater understanding and participation when Yoruba was used alongside English. However, over-reliance on code-switching may hinder English language proficiency.
The study recommends that teachers use code-switching strategically to enhance understanding without undermining English competence. Training and guidelines should also be provided for effective code-switching practices in ESL classrooms.
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