The University of Dodoma University of Dodoma Institutional Repository http://repository.udom.ac.tz
Education Master Dissertations
2019 Students’ perception of teachers’ use of codes witching in teaching English language in secondary schools in Tanzania: A case of Gairo district
Kimwage, Ibrahim Norbeth
The University of Dodoma
Kimwage, I. N. (2019). Students’ perception of teachers’ use of codes witching in teaching English language in secondary schools in Tanzania: A case of Gairo district (Master’s dissertation). The University of Dodoma, Dodoma http://hdl.handle.net/20.500.12661/2108 Downloaded from UDOM Institutional Repository at The University of Dodoma, an open access institutional repository. STUDENTS’ PERCEPTION OF TEACHERS’ USE OF
CODESWITCHING IN TEACHING ENGLISH
LANGUAGE IN SECONDARY SCHOOLS IN TANZANIA:
THE CASE OF GAIRO DISTRICT
IBRAHIM NORBETH KIMWAGE
MASTER OF ARTS IN EDUCATION
OCTOBER, 2019 STUDENTS‘PERCEPTION OF TEACHERS‘ USE OF CODE-
SWITCHING IN TEACHING ENGLISH LANGUAGE IN
SECONDARY SCHOOLS IN TANZANIA:THE CASE OF GAIRO
DISTRICT
BY
IBRAHIM NORBETH KIMWAGE
A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN
EDUCATION
THE UNIVERSITY OF DODOMA
OCTOBER, 2019 DECLARATION
AND
COPYRIGHT
I, Ibrahim Norbeth Kimwage, declare that this dissertation is my own original work and that it has not been presented and will not be presented to any other University for a similar or any other degree award.
……………………
Signature
No part of this dissertation may be reproduced, stored in any retrieval system, or
transmitted in any form or by any means without prior written permission of the
author or the University of Dodoma. ―If transformed for publication in any other
format shall be acknowledged that, this work has been submitted for degree
award at the University of Dodoma‖
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CERTIFICATION
The Undersigned certifies that she has read and hereby recommends for acceptance by the University of Dodoma a dissertation entitled “Students’ Perceptionof Teachers’ Use of Code Switching in Teaching English Language in Secondary Schools in Tanzania.
The case of Gairo District in Morogoro Region”in partial fulfilment of the requirements for the degree of Master of Arts in Education of the University of Dodoma.
…………………….…
Dr. IRAMBA IRAMBA
(Supervisor)
DATE 07/11/2019
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ACKNOWLEDGEMENTS
First of all, I hope to schedule my particular thanks to the Almighty God, the only maintainer and defense enabled the achievement of this research report writing.
Secondly, I would like to put across my special gratitude to my supervisor, Dr. Iramba
Iramba, who helped me throughout the time to prepare this research study stage by stage and provided his tremendous advice and assistance. Thirdly, I would like to give thanks to my family members including my mother, Rose Mpagike; father Norbeth Kimwage; my brother Lazaro Kimwage; my sister Farida Kimwage plus Luke Kimwage, Zubery
Kaguo and Frank Kimwage who supported economically and encouraged me to go to school in spite of poverty. Their support encouraged me to keep doing better in academic channel. Fourthly, other important thanks is to UDOM staff members and non- staff members as they facilitated me to capture enough skills of conducting and writing this study by creating suitable and conducive environment.
Above all, I would like to thank Jackson Luhwago, Ester Kayaula, Alex Bety, Monica
Likoko, Greyson Muyinga, Zaituni Juma, Eden Mtasiwa, Moses Madagala and MAED members including Majira Kusaga, Servi Ndumbalo, Fitina Marco, Ramadhan Michael and Jonas Lufunyo just to mention a few for their gigantic moral, material and non- material support provided with me to accomplish report writing.
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DEDICATION
I would like to dedicate this work to my beloved parents Mr and Mrs Norbeth Kimwage.
They have been my encouragement and basis for success and to my lovely family in general for both financial and moral supports. Also, their tolerance and understanding during my studies.Shadrack, Ezekiel and Amina, I particularly say to you that you should love ―Education” in order to sharpen and brighten your future in academic world by working hard and respecting others.
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ABSTRACT
The purpose of this study was to investigate students‘ perception of teachers‘ use of code-switching in teaching English language in secondary schools. The research questions that guided the study were: One, What are teachers‘ code switching practices in teaching English language in secondary Schools? Two, How does code switching practice influence students‘ mastery of English language skills in secondary schools?
Three, What are the students‘ perceptions on code switching in teaching English language? Four, How can code switching be avoided? Inter-language theory and
Communication accommodation theory guided this study. Qualitative interview-based approach explored the research questions. By means of simple random sampling and purposeful sampling strategies, form three students and teachers were selected as participants for this research respectively. The findings revealed that despite the varied application of code-switching in classrooms, still perceptions found to be negative and hindering the English language proficiency development. Such perceptions are mostly connected with unawareness of instructional benefits of code-switching. Moreover it was observed that employing both English language and Kiswahili language at once leads the students with difficulties in using English language and its basic skills such as speaking skill, reading skill, writing skill and listening skill. Also the study indicates that there is no firm work employed by education stakeholders like teachers to adjust grammatical errors into standard language.
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TABLE OF CONTENTS
DECLARATION AND COPYRIGHT ...... i
CERTIFICATION ...... ii
ACKNOWLEDGEMENTS ...... ii
DEDICATION ...... iv
ABSTRACT ...... v
LIST OF TABLES ...... x
LIST OF FIGURES ...... xii
LIST OF ABBREVIATIONS AND ACRONYMS ...... xiii
CHAPTER ONE: INTRODUCTION ...... 1
1.1 Background of the Study ...... 1
1.2 Statement of the Problem ...... 3
1.3 Objective of the study ...... 5
1.4 Specific objectives ...... 5
1.5 Research Questions ...... 5
1.6 Significance of the Study ...... 6
1.7 Delimitations of the study ...... 6
1.8 Limitation of the study ...... 7
1.9 Definition of Key Concepts ...... 8
CHAPTER TWO : LITERATURE REVIEW ...... 11
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2.0 Introduction ...... 11
2.1 Theoretical Framework ...... 11
2.1.1 Interlanguage Theory ...... 12
2.1.2 Communication Accommodation Theory ...... 16
2.2 Justification over Code Switching ...... 19
2.3 Code-switching in General ...... 22
2.4 CS in Global context ...... 26
2.5 Perception towards Use of Code Switching ...... 29
2.6 CS in the Context of Language Classroom ...... 33
2.7 Conceptual Framework of the Study ...... 35
2.8 Knowledge Gap ...... 38
CHAPTER THREE:RESEARCH METHODOLOGY...... 41
3.0 Introduction ...... 41
3.1 Research Approaches ...... 41
3.2 Research Design ...... 42
3.3 Location of the Study ...... 42
3.4 Population of the Study ...... 45
3.5 Sample size and Sampling Techniques ...... 45
3.5.1 Selection of the Schools ...... 46
3.5.2 Selection of the Classes ...... 46
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3.5.3 Selection of the Students ...... 46
3.5.4 Selection of Teachers ...... 47
3.6 Data collection Methods ...... 48
3.6.1 Interview ...... 48
3.6.2 Observation ...... 48
3.7 Data analysis Techniques ...... 49
3.8 Validity of Research Instruments ...... 50
3.9 Reliability of Research Instruments ...... 51
3.10 Ethical considerations ...... 51
CHAPTER FOUR : FINDINGS OF THE STUDY ...... 52
4.0. Introduction ...... 53
4.1. Teachers‘ CS practices in teaching English Language ...... 53
4.2. Perception toward CS and the mastery of EL ...... 56
4.2.1 Teachers Perceptions ...... 56
4.2.2 Students Perception ...... 60
4.3. Students perception on the use of CS ...... 61
4.4. Possible measures to avoid code switching in secondary schools ...... 65
4.4.1 Students‘ perception towards Avoiding CS ...... 65
4.4.2 Teachers‘ perception towards Avoiding CS ...... 67
CHAPTER FIVE :DISCUSSION OF THE FINDINGS OF THE STUDY ...... 71
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5.0 Introduction ...... 72
5.1 Teachers‘ CS practices in English language Classrooms ...... 72
5.2 Effects of CS on students‘ mastery of Language skills ...... 73
5.3 What is the students‘ perception on CS in teaching English language? ...... 74
5.4 Avoidance strategies associated with CS ...... 75
5.5 Summary of the Findings ...... 76
CHAPTER SIX:CONCLUSIONS AND RECOMMENDATIONS OF THE STUDY.79
6.0 Introduction ...... 79
6.1. Conclusion ...... 79
6.2 Recommendations ...... 81
6.3 Suggestions for Further Research ...... 81
REFERENCES ...... 84
APPENDICES ...... Error! Bookmark not defined.
Appendix I: Interview Guide ...... 98
INTERVIEW GUIDE FOR SECONDARY SCHOOL STUDENTS ...... 98
Appendix II: Interview Guide ...... 98
INTERVIEW GUIDE FOR ENGLISH TEACHERS...... 98
Appendix III: Classroom observations guide ...... 99
Appendix IV: Schedule of Activities ...... 101
Appendix V: Source of Fund and Budget ...... 102
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Appendix VI: Acceptance letter ...... 103
Appendix VII: Permission letter ...... 104
x
LIST OF TABLES
Table 3.1: Number of divisions, wards and villages of Gairo District ...... 44
Table 3.2: Summary of Sample Size and Sampling ...... 47
xi
LIST OF FIGURES
Figure 2.1: Conceptual Frame work...... 36
Figure 3.1: Map of Gairo ...... 44
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LIST OF ABBREVIATIONS AND ACRONYMS
CAT Communication Accommodation Theory
CS Code-Switching
CSEE Certificate of Secondary Examination Education
EL English Language
FDS Foreign Direct Speech
FLA First Language Acquisition
IDS Infant Direct Speech
ILT Interlanguage Theory
KL Kiswahili Language
L1 First Language
L2 Second Language
LAD Language Acquisition Device
LASS Language Acquisition Support System
LOI Language of Instruction
MAED Master of Arts in Education
SLA Second Language Acquisition
UNESCO United Nations Educational, Scientific and Cultural
Organization
URT United Republic of Tanzania
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CHAPTER ONE
INTRODUCTION
The chapter presents general background to the problem and statement of the problem. It covers significance of the study, objectives, research question and finally describes the definition of key terms and limitation of the study.
1.1 Background of the Study
The term code switching (CS), as applied in many cases, can be referred as the partial or total shift of communicating language from either language one L1 to language two L2 or vice-versa. Such shift might be situational switching, sentential switching and terminology switching from one language to the other such as from English language to
Kiswahili language respectively during classroom lessons. In Tanzania, English language (EL) has been applied where people from abroad who do not understand
Kiswahili as their medium of communication, furthermore it is being taught in primary schools as a subject while in secondary schools and Universities EL is used as a medium of instruction and subject too.
Criper and Dodd (1984) on their study conducted to investigate the learners‘ level of influence and magnitude toward English language expertise in Tanzania secondary schools where EL is applied as means of instructions. Their findings expressed that the level of English proficiency among secondary students went down rapidly and severely whereby students and teachers employ CS by shifting one another from one language to the other within a single conversation in the classroom during or after the lesson. Code- switching is mostly being used by teachers and students in Tanzania classroom lessons by switching from English to Kiswahili one after the other.
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Qorro (2002) indicated that both Kiswahili and English languages are the ones employed to be used as major means of official instructions when teaching and learning in the classrooms. She additionally explained that, secondary or post secondary teachers and learners do experience Code switching at a given level for the purpose of recognizing and understanding things. For example, when a teacher teaches English subject, he or she can say that ―today’s topic is English pronunciation‖ and then switches to Kiswahili that ―Leo tunajifunza kusoma matamshi katika lugha ya Kiingereza.” The Code switching practice in Tanzania classrooms is there from the early beginning of the lessons to the end of the lessons even when students are asking and responding to questions by themselves do switch from English to Kiswahili respectively.
The habit that associated with Code Switching is to the large extent used by secondary teachers and students during teaching and learning English subject. Brock-Utne (2007), reports on her classroom observations conducted in Tanzania secondary schools in which the researcher observed that both students and teachers shifted from English language to Kiswahili language as well during classroom lessons. Referring to a teacher who asked questions in English language that made all students to keep quite to show that they understood nothing until he switched to Kiswahili language, it is the time when they started to respond the questions. Researcher warns that, this is not the best method of helping students to understand during lessons rather than lowering and weakening pace of teaching and learning English Language, while preventing teachers from facilitating students to master effectively English language and its skills like reading skills, writing skills and listening skills for academic operations and future use.
Merrit et al. (1992) in the study conducted in Kenya addressed that, CS from English language to other mother tongues in three secondary schools experienced once their 2 teacher wanted to reformulate information, introduce new subject matter and to draw students‘ attention in the classroom during lesson presentation. Malekela (2004) indicates that skilled teachers do code-switch from English to Kiswahili language when they find that their learners have not understood the lessons presented, they then decide to shift from official language of instruction to another one for the purpose of understanding the message intended before. Teaching using CS among secondary students might come up with negative results because many examinations are being prepared by English language except Kiswahili subject. Thus, as students meet with examinations that are not switched any more make them fail to understand some of the vocabularies and sometimes whole sentences. Rugemalira (2005) and Mwinsheikhe
(2008) as elaborated in their study of the impact CS among secondary and primary school teachers in teaching and learning English Language where learners see the level of English expertise is unsatisfactory. However, there is no study among the findings has explained thoroughly about how the use of CS in teaching and learning English language is observed by students in secondary schools as exercised by their teachers and students themselves(Telli, 2014). Hence, the research study is aimed to fill the gap by investigating and observing students‘ perceptions of the teachers‘ use of code switching in teaching and learning English subject in Tanzania secondary schools; where the focus was in Gairo District of Morogoro region.
1.2 Statement of the Problem
The application of Code switching in teaching and learning English Language in learning institutions such as secondary schools, primary schools, colleges and universities in Tanzania, taking a case of secondary schools in Gairo District, had a vital significance because there was less information documented regarding the research 3 study stated. International findings had released that it was important to find out and understand the way how students perceived the practice of CS in teaching and learning
English language. For example, some teachers might be competent in teaching English but they switch to students‘ first language so as to draw students understanding considering that, English language is a foreign medium of instruction and communication among school students (Mokhtar, 2015). In addition, secondary teachers might try their level best in presenting lessons using English language, which make difficulties for students to understand what has been presented (Seitzhanova et al.,
2015). Some of the findings conducted in Tanzania tried to speculate about insufficiency in learning English language does not help to clear the difficulties experiencing by the time learners join further studies like university level (Mwapachu, 2011).
CS in secondary school was documented as the huge cause for student‘s poor learning and inaccurate English which results to incompetent teachers in the society who do not know English exactly and teach students the language in unacceptable manners internationally. Qorro (2002) furthermore argues that, there is also a problem of teaching students English language of which they do not understand, thus the delivery of lesson by English brings challenges to students. Again, it was suggested by different researchers that in the areas with more than one language as means of communication, there is a need of restricting not to code switch in order ensure competency and well mastery of English language in secondary schools and other levels of education (Kang,
2012; Tian & Hennebry, 2016). Meanwhile many secondary school students in Tanzania are exposed to English language as foreign language to be used for instructions while their first languages are either Kiswahili or vernaculars such as Kichaga, Kihehe,
Kigogo, Kingoni and many others. They also tend switching the codes during and the 4 lessons the situation might develop in their mind that code-switching is a classroom practice as their part and parcel of daily usage.
If the dilemma of CS would be underestimated, students would fail to master English language and its skills like writing skills, reading skills and listening skills for academic purposes and personal future applications. However, little efforts had been made to minimize the dilemma of CS but still the situation was existing. The study was therefore significant to explore how CS from English to Kiswahili was perceived by students in secondary schools in Tanzania, particularly in Gairo District.
1.3 Objective of the study
The main objective of this study was to explore students‘ perceptions of the teachers‘ use of code switching in teaching English language in Tanzania secondary schools.
1.4 Specific objectives
The study was guided by the following specific objectives namely to;
i. Determine teachers‘ code switching practices in teaching English Language in
secondary schools
ii. Assess the influence of code switching towards the students mastery of Language
skills among secondary school students
iii. Explore students‘ perceptions on code switching in teaching and learning English
Language in secondary schools
iv. Examine the possible measures to avoid code switching from English Language
to Kiswahili Language
1.5 Research Questions
The study was guided by the following research questions:
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i. What are teachers‘ code switching practices in teaching English language in
secondary Schools?
ii. How does code switching practice influence students‘ mastery of English
language skills in secondary schools? iii. What are the students‘ perceptions on code switching in teaching English
language?
iv. How can code switching be avoided?
1.6 Significance of the Study
One of the intentions of the current study was to reveal the students‘ perception of teachers‘ use of CS in teaching English language in secondary schools, this might serve as a base to recognize the level at which CS should be of importance for Tanzanian classrooms in teaching and learning. Also, the study was intended to investigate how
English as a language has been applied as a major means of communication in oral or in written form in educational institutions especially secondary schools. The study was expected to add a body of literatures in the field of education; to draw attention to the interested sections in the field of education by planning and organizing the effective use of English language in Tanzania secondary schools. Another research expectation was to awaken education stake holders such as Ministry of Education Science and Technology, teachers and parents about code switching and its existence in the whole process of teaching English language during the classroom lessons. The research findings could be used as a foundation for the upcoming research studies associated with CS.
1.7 Delimitations of the study
The research study was intended to investigate the students‘ perception of teachers‘ use of CS in teaching English language in Tanzania secondary schools particularly in Gairo 6
District found in Morogoro region. The study involved three secondary schools that are
Sekwao secondary school, Rubeho secondary school and Gairo secondary school, twelve English teachers from all three secondary schools; twelve students from each school were participated fully in the study. Therefore, a total of sixty informants from three secondary schools participated in the interview conducted in each school in different times focusing on the interview guide and probing questions made, twelve of them were teachers while forty eight of them were students. Also six classroom observations of English language teaching sessions in each school were conducted focusing on the observation guide. Due to fine and strong relationship created by researcher some informants emerged on the way from neighbours‘ districts like Kilosa from Morogoro region, Kongwa and Mpwapwa from Dodoma region. The situation made researcher rich with enough information about the study as the process of gathering data was conducted.
1.8 Limitation of the study
There is no individual research scheme with perfect plan and liberated from restrictions or barriers (Marshall & Rossman, 1999). One of the barriers encountered this study during data collection from the field was rigidity of some respondents towards CS in communication. For example, one of the teachers at first rejected classroom observation that had to take place in their English sessions to find out how CS was exercised in particular classrooms. To control the challenge the researcher used a lot of time to address in deep of what CS is in relation to other literatures and the aim of conducting the study by considering research ethical considerations during and after data collection.
Another limitation was the nature and geographical location like high hills and mountains that influenced floods and over raining many times resulted to poor transport 7 and communication especially to some interior schools though collaboration with natives of the area the researcher succeeded to collect data from each targeted area through directives and tele-conferencing. Also, some of informants were not ready to participate in the study in one way or another thinking that may be the researcher could be one of the government leaders wanted to be aware of issues beyond the introduced study. However, after clear and enough explanations of the purposes of the research study, later on they agreed to participate by responding as they were asked by the researcher as per interview guide.
1.9 Definition of Key Concepts
In order to make better understanding of issues related to the context and content of this research study, it is important to define the key terms associated with CS. Such terms included code-switching, perception, first language, second language, language of instruction and official language.
Code-switching: During face to face conversations between two different people with different language background the two speakers try to assimilate between their language codes, such process leads to the happening of a situation called by linguists as Code-
Switching (CS). Gardner-Chloros (2009) defined code switching as a ―covering roof‖ that kind of definition is for many societies using more than one language in communication, especially when one person works with the languages of his or her choice and can speak them fluently. Code switching is defined as a forceful and ingenious process where two languages with different codes are united as one for the purpose of understanding each other. It includes quick switching from one language to another. The switching may perhaps take place as many times as possible in a single conservation either during or after classroom lesson (Dulay, Burt & Krashen, 1982). 8
Perception: According to Nelson and Quick (1997) Perception is the process of interpreting information about another person. Also perception is tabled as the impact of reasons which motivate other people‘s feelings on different problems. Balu (2009) explained that there are two upcoming factors which are inside factors and outside factors that develop perceptions. Inside factors are like personal behaviours, old experiences, interests and feelings. As for outside, they are made up of external features of something that someone is doing with it several times. Tuan (1990), in his study, he used to classify another two factors those are mental and societal ones. They might be considered as internal and external consecutively. Though, internal factors deals with people‘s sense organs for stance smelling, hearing, seeing, and touching, but external factors involve translations of received piece of information in relation to people‘s
―beliefs, values, views, emotions, feelings and attitudes‖ that are created using old experiences in relation to the existing phenomena.
First Language: First language (L1) is considered as the language that an individual has to acquire in the early stage of childhood where he or she can learn language through sign, symbols and inheritance before adopting another language (Finegan, 2008). Such language acquisition normally happens unconsciously once the individual is already introduced to the natural setting of the language concerned. First language to most
Tanzanians is their vernacular languages or mother tongue like Gogo, Hehe, Bena,
Nyakyusa, Kagulu, Chaga, Sambaa, Kinga, Haya, Sukuma, Nyamwezi and many others.
Though in this concern first language that put into consideration was Kiswahili
Language.
Second Language: Second language (L2) is that language a person learns through official and regular training procedures in certain educational institution like schools. It 9 is very language applied by many teachers to teach subjects including English subject.
Again second language is the language used for communication purpose in the classroom lessons to present subject matter. Also second language is considered as the language that important to teachers and the learners for teaching and learning during and after classroom lessons. Finally such language is to be used as the means to pass through the intended message to the learners in advance (Finegan, 2008). Thus in this particular research study the language stated was referred as English language.
Language of Instruction: Language of instruction (LoI) is the language used by the teacher to teach. It is the language used to communicate inside the classroom during the subject presentation. It refers to the language that used by the teacher and the learners in teaching and learning in the classroom. It is the language officially planned to be used to deriver the subject matter to the learners (Tuan, 1990).
Official Language: An official language is a language that is used for official/formal purposes in a country. Government documents, legal proceedings, police reports, business contracts, that sort of thing. A good example is Singapore. Singapore has four official languages: English, Malay, Mandarin, and Tamil. This corresponds to
Singapore‘s population make-up: the Singaporean population generally divides into
Malays, Chinese, and Indians, with some Western foreigners in the mix. To have Malay,
Mandarin, and Tamil as official languages makes socio-political sense as it allows each ethnic group to conduct official business in their own language. Having English as another official language also makes sense as it allows communication between the three groups, as well as with the Westerners (Perdana, 2015).
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CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This section presents theoretical framework, Communication accommodation Theory, more explanation of code-switching, academic code-switching in general, code- switching in global context, perception toward use of code-switching, code switching in the context of language classroom, conceptual framework and knowledge gap of the study.
2.1 Theoretical Framework
Theoretical framework can be defined as the wide screen that facilitates any researcher to observe the general means of understanding easily (Grant & Osanloo, 2014). It is a model that is sometimes rented by the researcher in order to adapt and get better his/her own research study. It helps by acting as the big foundation in which a research is stand with. Sinclair (2007) as well as Fulton and Krainovich-Miller (2010) assimilate and associate the importance of certain theoretical framework to that of a map drafted.
Therefore theoretical framework enables the researcher in attaining and meeting his/ her objectives, hence the theory works as a channel to transmit and get to a needed destination. Brondizio, Leemans, and Solecki (2014) contend that the theoretical framework is the guiding direction that helps many researchers to widen understanding in their research studies.
This study was guided by Interlanguage theory (ILT) and the Communication
Accommodation Theory (CAT) to investigate the notion of CS in Tanzania secondary schools in teaching and learning English language.
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2.1.1 Interlanguage Theory
The earlier period of existence evidenced a ferocious ponder on the function of first language in the procedure of second language acquisition (SLA), consequential in the dominance of mistake investigation in excess of contrastive study. Concentrated experimental studies showed that the greater part of the mistakes complete by the second language learners do not approach from their first language (Dulay & Burt, 1973; Dulay
& Burt, 1974b; Bailey, Madden & Krashen, 1974; Larsen-Freeman, 1976; Krashen,
Butler, Birnbaum & Robertson, 1978). Somewhere these mistakes draw closer from acknowledged a large amount concentration supplementary. If they are not into consideration, they have to be learner-internal. Stimulated by the first language acquisition assumption, Corder (1967), the descendant of mistake investigation, recommended that second language learners make mistakes so as to check out definite hypothesis in relation to the environment of language they are learning, as a result suggesting that the production of mistakes is a line of attack, as a substantiation of learner-internal dispensation (Ellis, 1985). At the present that SLA has diminutive to do with the first language and is learner-centred, subsequently, alike to students‘ first language acquisition which is considered as an self-governing pasture rather than rough calculation of mature language, second learners‘ language improvement and its general individuality are get rid of brightness . This is the derivation of inter-language, propounded by Selinker (1972) to submit to the language fashioned by the second language learners, ―both as a structure which can be analyzed at whichever tip in time as consequential from organized system, and as sequence of interlocking procedures that distinguish learner development‖ (Mitchell &Myles, 1998).
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Interlanguage theory is related to gradual step of learning and understanding the second language from the first language at the same classroom session while only one language as means of communication supposed to be applied between trainer and trainee
(Selinker, 1972). Teacher should understand clearly the existence of this gradual learning and understanding in order to assist students in one way or another. At every process of student learning officially, he/she does posse some procedures and steps to be followed that though they are not perfect yet to make the situation smooth. Those procedures and steps hinder and make difficulties toward students‘ academic achievement. Henderson (1985) concur that Inter-language is not useful to a learner toward the second language acquisition in most targeted surroundings. Thus the matter of Interlanguage is used to motivate and influence individuals to think several times beyond mistakes they highly faced during the use of second language, and observing all needed components of language and linguistic to deliver the intended message to the intended receiver worldwide. The Interlanguage theory, that considers that proper and free learning brain of an individual facilitates its own totality which associated with a new language, supports that the mistakes that a learner experiences in the regulations of the instructed language are normally correct by the regulations of an interlanguage employed by the learner as the way to make him or her consistent of what has communicated. To give more explanations of such mistakes, there is the impact of lowering down the capacity a learner to arrange his or her continuation in this way.
Other findings are supporting this notion and suggest some useful procedures to beadhered by the teachers of second languages who might experience with its implications in every day communication.
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In other hand, there is significant inference of the Interlanguage practice as it is the truth that mistakes are acknowledged as unavoidable. This thought is in fact screening other outcomes in the effort of language acquiring assumption and researchers consequences which must ultimately benefit the language teaching profession. For example, The Goof icon A Repair Manual for English and Global and Local Mistakes by Burt and Kiparsky
(1972 and 1974)compact expansively with mistake investigation in the second language classroom lessons. The writers position out that errors surrounded by a ingredient or a part have an effect on the comprehension of a condemnation far with a reduction of errors which are ready in a chief essential or from corner to corner phrase borders. In extra language, mistakes in morphological simplifications and the exclusion of utility terminology such as articles, prepositions and auxiliaries, are not as much of significant to the plainness of a sentence as mistakes in speech sort or the selection and location of suitable connectors. For instance, the key gesture second-hand in English to articulate dealings along with main constituents are speech sort. Not counting an implicit indication to the differing we look forward to witness a theme followed by a verb then an object; that is, SVO analysis or word order. Later than that, we know how to have different adverbial phrases. One of the most understandable customs in which the projected affairs in a sentence can be puzzled is to turn around the order of subject and object. Given that teachers do not have the time to contract sufficiently with all the mistakes ready by their students, the chain of command urbanized by Burt and Kiparsky functions as a channel to those mistakes on which nearly all time should be exhausted, in order to present students the maximum likely mileage in their pains to converse in the language of instruction. The writers' weight on Language acquisition rather than on practice configuration is a crucial element of the "Cognitive code" come close to 14 knowledge the contradictory of the audio-lingual method, which is stickled on behaviourist learning theory.
Holley and King (1974) also suggested snore helpful traditions to deal with mistakes.
They addressed a classroom to come closer the teaching of targeted language that fuses together ideas originated from study conducted in the interlanguage skeleton. They suggest that errors should be seen as a necessary feature of experimentation with the language. It would be good for many people to keep in mind that strain for grammatical truthfulness, predominantly at the near beginning stages of second language learning, are straight divergence with at no cost utility of the language if instruction.
This divergence can be condensed by insertion inflexible circumstances on the category of adjustment and the conditions under which adjustment is made, predominantly during free discussion. Some solvable mistakes might be those ordinary to the assembly or can contain stuff human being at present trained. Mistakes done throughout at no cost chat, but for they totally obstruct message, should be distinguished by the teacher and dealt with in following classroom lessons: including actions and manoeuvres commerce with the dilemma areas should be accessible for wide ranging carry out. Both Inter-language and code switching in advance influence and improve at large the working of the so called linguistic, conceptual, and social development of individuals who normally use more than one language for ordinal communication.
Therefore once there is more or less equalized CS in appropriate, natural or artificial settings, and needed CS coverage that it might be one of the basic indications as part and parcel of people CS to the situations that give the same time, same value, and same space to all existing languages considering both the mental capacity and cultural sense.
Then the theory tries to verify that in some cases Code Switching is unavoidable in one 15 way or another in order to meet the needs of communication among individuals regardless it is sentential code switching, situational code switching or contextual code switching. Though each specific language rules are to be observed accordingly despite how much Code Switching has taken place. Also for the societies that using many languages in their settings can use the mixture of language to communicate each other although sometimes they might develop new idea of behaviour that reflect their culture around their natural surroundings where they live any deal with a number of activities.
Therefore, interlanguage and code switching give the impression of having a primarily importance in language and linguistic of facilitating, enabling, influencing and supporting an individual with the capacity of thinking and communicating smoothly
(Corder, 1981). The nature of delivering the intended message might look like by learners in secondary schools.
2.1.2 Communication Accommodation Theory
Communication Accommodation Theory (CAT) is a theory developed by Haward Giles in 1970s. In this theory the founder elaborates the rational explanations for switching into two or more languages in single conversation as an individual either relaxes or minimizes the observable interactions between him/her and other people in the same conversation. It is understood that the speakers in a conversation rectify their communication talk depending on their magnitude of relationship (West & Turner,
2010). For example, according to Giles and Coupland (1991), CAT has been mostly applied to explain much fashions of behaving between conversation partners over certain situations (Burleson, 1986), professional doctor and patient care relationships (Kline &
Ceropski, 1984), and regular changes of young peers related internal and external appearance (Burleson & Fennelly, 1981). 16
One might accidentally advance teaching of language (Thanasoulas, 1999), personal exclusive interaction, and computer programming and processing (Bickmore &
Schulman, 2012). Moreover, as much as several educationists have explained that, communication accommodation theory hosts all spheres of human interaction such as day to day communication in schools, homes, market place, church and political conversations addressed formally or informally (Bradac, Hoper & Wiemann, 1989).
Then after having seen all that communication accommodation theory as useful to indigenous speakers presenting what is not belongs to their customs the study conducted to find out the reality of the situation. In particular, the cues second-hand by indigenous beneficiaries and obtainable to Second Language learners are exposed for better understanding. In second language acquirement, a number of reasons are said to be dominant on the second language (L2) speaker‘s insight, together with communication speed (Derwing, 1990) and effort and interface (Fang, 2010). It has been stated that indigenous speakers have a propensity to adjust their vocalizations while explaining second language speakers to support the second language speakers with their vocalizations perceptive (Dings, 2012).
According to communication accommodation theory, speakers change their language in agreement with their message presenters (West & Turner, 2010). Indigenous speakers‘ trend to adapt their speech to help out Language two speakers know how to be viewed as an accommodation approach in use by the indigenous speakers while interacting with non-indigenous speakers. In the same way, some of the accommodation procedures, recognized during extra meaning of reality in definite level of the dialogue, have been presented in both overseas intended for dialogue as for foreign direct speech (FDS)
(Scarborough, Brenier, Zhao, Hall-Lew & Dmitrieva, 2007), and infant directed speech 17
(IDS) whereby offspring have right of entry to a diversity of possessions that will support them in their language education. As Bruner (1983) suggested it is the dealings between Language Acquisition Device (LAD) and Language Acquisition Support
System (LASS) that creates it probable for the children to go through the linguistic group of people. Accordingly it is doable to take for granted an interactive function being exercised between LAD and LASS. Solitary of the chief influence of contact for kids, and therefore LASS, are parental consultation. The massive communication that goes on in parent-child discussions, next to with its function in language achievement, would validate the enormous quantity of child-parent and child-adult interface make inquiries study (for example Phillips, 1973; Newport, 1977, to mention a small number of them).
As an outcome, the discovery of communication accommodation dealings in first language attainment might formulate accessible insights into second language attainment, and vice versa of the notion addressed extensively in regard of linguistic and language aspects taking control of day to day interaction of people through speech production and other physical performances related. In addition, investigating strategies applied in second language accommodation possibly will also donate to people appreciative of second language dealing out in definite and linguistic classification universally. In communication accommodation theory, a significant function for interface has been unspecified in the common sense that accommodation happens in the continuing string of communication between speakers of the same language norms and customs.
In order for Communication Accommodation Theory to concur with this research study, it should be noted that in all situations of interaction, accommodation of some sort 18 occurs. Indeed, according to Krashen‘s Input hypothesis (1985), shortened or summarized that input is conducive to second language acquisition (SLA) beyond first language acquisition (FLA). Speech adjustments in language such as using short form utterances, and simplified lexis and syntax facilitates someone to make more emphasize depending on the selected speech adjustment, and then make the acquisition of particular language simple and successful. Krashen also suggests that the second language acquisition can be conducted with positive results if the input given out by the speaker is easily beyond the learners‘ level of understanding. Therefore, teachers of English language in Tanzania secondary schools and their attempts to accommodate the learners‘ speech adjustments there should be a carefully assessment toward code switching in teaching and learning English language such that it is a notch above the level of their students they are interacting respectively.
2.2 Justification over Code Switching
CS in the classrooms can be explained as a constructive thing since it has some attributions for both secondary school teachers and students in special operations like teaching and learning certain official language, for students‘ code switching is used to acquire language, and for teachers is used link between what is known and what is not known. Then, it can further applied as linking pipeline for secondary teachers and students to shift between two languages if side is sharing only one common language to communicate and interact in the classroom sessions (Hall & Cook, 2012; Tabaku, 2014).
That is to say code switching works with different applications in suitcases that teachers can use code switching for directive goals, like using in the classroom control, elaboration and introduction of a new concept in order to make broader understanding of issues as per instructions. Hence, the question of language insufficient is the 19 fundamental source for code-switching practice to occur in many secondary schools especially alternating languages within a single classroom session. Lastly, code switching is considered to be a mental obstacle from using the instructed language for communication (Bailey, 2011). Mental obstacle might end up with the worry to speak in
English language because of poor mastery of language skills such as speaking skills, writing skills, reading skills and listening skills among students (Suleimenova, 2013, p.
1860). All secondary students, who are not in favor and unable to make use of English language as major means of instruction, are the ones who usually practice code switching in classroom situations, For this case it is so important to take are individual differences that make an important person not to master language of instruction and finally leads to code switching (Saville-Troike, 2006).
It involves the utilization of more than one linguistic mixture in analogous conversations there is involvement of the drastic change between two or more different languages, two registers, or a dialectical shift in one as identical language practical such as typical
English and Black English (Greene & Walker, 2004). Fromkin et al (2011) as tried to explain that language switching is just a way in which good experienced speakers of certain known language do switch languages interchangeably when they are in conservations and not otherwise. It is said to be worldwide language get in touch with matter that reflect the grammar of both language working simultaneously CS is different from borrowing. While in CS two different grammars and vocabularies are concerned in constructing a sentence or a paragraph but borrowing deals with the whole adoption of lexical elements from one language into the lexicon of another language respectively
(Muysken, 2000). The process of borrowing many times associates cases whereby a word or a sentence is phonologically taken by the pirating language without considering 20 major discourse task, while Code Switching takes into consideration individual words, which retain some of their phonological characteristics and have a pragmatic function in the discourse related with exposed context (Callahan, 2004). Moreover, Labov (1966) distinguishes the two terms language shift and language switching by explaining language shifting as the changes in the linguistic forms used by a speaker in accordance to changes in the topics, participants or social setting the process is likely to lose fully the connection or message between informants and receiver as followers of conversation while language switching is said to be the change between two or more languages elements within the same dialogue performed at once. Language diversities can be explained as different languages, dialects or styles basing on its origin of the same language applied in notable conversation (Myers-Scotton, 1992). Thus, CS demotes the course of action whereby two or more persons are switching to two or more languages in single conversation in various situations and contexts. Such switching might be phrasal or sentential switching with the aim of hiding meaning to unwanted people that are people who were not targeted before, boasting, showing that one is competent in many languages and giving more amplification of the same principle. Everyone who speaks many languages can learn how to code switch without human intervention by being prejudiced depending on the circumstances and surroundings. In the official learning environment, both teachers and learners can put into practice code switching in the whole process of teaching English language in secondary schools. Though the practice is highly exercised by word of mouth means especially in conversations or dialogue between individuals, that is to say code switching is normally used in unofficial communication that engage mouth to mouth messaging unlike formal communication like answering school examinations fuse in merely individual language of instruction 21 such as English language only or Kiswahili language only and not otherwise. The situation was there as the impact of curriculum presentation that is done in foreign language of instruction in which language policy pertaining all means of communication in secondary and post secondary schools has not stated clearly and straight. Students learn neither in English language nor Kiswahili language in which finally they do not acquire quality education and fail to attain necessary mastery of language skill that a graduate of such particular level of education had to acquire and become marketable in the world market under this era of advanced science and technology with regard of global needs.
2.3 Code-switching in General
Myers cotton (1993) while explaining the social influences of CS chains the code choices of certain formal or informal languages are indexical of accurate commitment sets between source and receivers of information in a given interaction form of certain subject matter and upbringing. This means in any conversation, people have to select the code that can enable and motivate the participant of that particular communication to observe closer each other‗s rights and obligations. In such research study she explained to choose the form of proper conversation contribution such that it indexes the position of rights and obligations which an individual wish to be in force between speaker and addressee for the current exchange of information following the historical background of their language deviation that guide the conversation employed. This means even in teaching, teachers have to make sure that the language they choose to be used in the classroom lessons accommodates their obligations as instructors of language beginners and lower education learners for the intention of making all of them to understand the subject as intended as well as the rights of learners to acquire knowledge and skills 22 needed. Myers Scotton also introduces the concept of marked language and unmarked language, whereby marked language is the language which related to special meaning or fixed meaning that is there and cannot be changed by any means since it is original one, while unmarked language is the language which concerned with a given, default or unfixed meaning. This kind of meaning can be drawn by the participants according to the additional nature of their understanding beyond the ordinary understanding of the majority and meaning sometimes might be drawn according to somebody‘s perceptions and level of understanding about the matters in existence in the setting. Llurdar (2006) argues that in considering on the possible reaction of learners on teachers‘ in the school context then the evidence shows that learner may be divided into two campuses or groups. Some students get frustrated when they do not understand teachers input and they want to know the exact meaning of the words. This group faces the consequences of not understanding and an inability to perform their homework, for this group CS is useful. Another group feels comfortable when the teacher use only one language hoping that in a long run they will learn that particular language. For this group it is not useful since students who belong to this group do not need it to support their learning.
Llurda concluded that CS can help the learner to understand the subject matters and also identifies that it is more helpful to male students than female since male students are poor in language than female. Though currents studies show that secondary students struggle to be competent in one language of instruction then at the end of the day they find themselves are incompetent as well as them do not master well language skills such as speaking, writing, reading and listening following the behaviour of CS and an individual language background in certain setting.
23
Macaro (2003) in his work notified that the switching of first language into the second language classrooms has interested and preferred by many students especially those who attended school studies some years ago. It is said so due to the fact that there is necessity time and chance of changing for bilingual classes, in which the second language automatically replaces the first language interchangeably. During this time teachers try their level best to implement the role of using the learners ‗first language by twisting the second language classroom and that is said to be a real CS in secondary schools.
Again, the researcher stated that the application of L1 elaboration in L2 classrooms CS might help language acquisition through reading skill in the session. He tried to present his witness from the study relating with teachers ‗and learners ‗perceptions to whether the first language is not to be included in second language classrooms. The report of the study indicates that it is absolutely true that such language should be included as usual.
That is to say some secondary teachers and learners view Code Switching as best and the useful strategy in teaching and learning process in classroom sessions. From such overview of the findings illustrated, Macaro insisted that CS in secondary schools should be treated in positive due to the following reasons:
A. CS is naturalistic catmint which usually happens once the speaker and the
listener try to use more than one language at a time, whereby speaker finds it‘s
easy and fair to communicate by switching than maintaining the same
pronunciation focusing in one language available.
B. CS in secondary schools is exercised and practiced several times among teachers
and students widely through the worlds ‗of communities using either two
languages or many languages at a time. Therefore CS in secondary schools is
valuable for bilingual‘s applications. 24
C. CS in second language classrooms is therefore considered to be an important
communication tool and possible path to expand the relationship between
secondary teachers and students in advance. Prohibiting learners from code
switching result them not being able to learn how to use language in appropriate
and acceptable manner among the users of certain language of instruction.
D. Teachers‘ CS in the session might be the only way of expanding the cognitive
load while reading. It enables learners to catch up with their teacher‘s
respectively.
E. Again there is no witness to support teachers‘ CS in the session if it increases
learners‘ with the use of first language in non written interaction. Furthermore
there is no evidence that stopping first language in the classroom yield better
second language.
F. Prohibiting CS in the classrooms of secondary education for instance in
beginners and low level classes, might prefer on the use of unacceptable
practices like a teacher dominating each and everything in the classroom.
Therefore, according to Macaro in his study shows that, CS in secondary schools is not to be discouraged completely as one of the best strategy of supporting teaching and learning English language as valuable for bilingual communities, tool of communication of beginners and lower classrooms, expanding cognitive load through reading, L1 is a bridge to learn L2 and teachers domination of each and every thing during subject matter presentation considering. To consider the location of the study the existing societies do use more than one language as means of communication and every day interaction as followers of bilingualism.
25
2.4 CS in Global context
Focusing communities with many languages, code switching is highly applied and its functions are prearranged from everyday life and workplaces especially in the classrooms where certain languages including second languages are used as special medium of instructions (Ting, 2002; Ting, 2007). Thus, secondary teachers and students are knowledgeable with Code Switching in the classroom situations as well as outside the classroom functions that is to say during and after subject matter presentation all elements and practice of code switching are seen openly between learners and instructors. The degree under which CS is happening in teaching and learning in schools actually differs specifically from one country to another country following the education policy and language policy as system of that country.
In other hand it is practiced internationally as for example Pollard (2002) in her research study basing on the practical use of Spanish-English CS as two languages of Education
Program indicated that it was seen widespread in the classrooms lessons whereby learners had a variety of linguistic and language backgrounds in the United States of
America. Indeed, even recent approaches, such as Communicative Accommodation theory, mostly ignore learners‘ L1 if not strategies for its avoidance (Cook, 2001). as well, the theoretical framework supporting the methods, found within the significant body of second language acquisition (SLA) research pertaining to input and interaction carried out during the 1980s and 1990s, either ignored or considered learners' first languages to be irrelevant to L2 acquisition (Macaro, 2009).
Of meticulous importance during this time were a number of hypotheses inspired by
Chomsky's (1965) theory that language learning is derived from innate, subconscious functions in the brain. 26
As it was argued the L2 could be acquired through coverage to floods of comprehensible input (Krashen, 1982), interactive negotiation of meaning (Long, 1981; Pica, Young &
Doughty, 1987), and being 'pushed' to provide comprehensible output (Ellis & He, 1999;
Swain, 1985), not including learners' L1 in favour of maximizing L2 exposure and opportunities for its interactive use became the highest priority for educators. When L2 contact is limited to the classroom, such as in EFL contexts, any use of the learners' L1 was seen as interfering with their L2 growth (Hummel, 2010; Littlewood and Yu, 2011;
Turnbull and Dailey-O'Cain, 2009) and depriving them of valuable L2 exposure
(Littlewood & Yu, 2011: 65). In this way, complete exclusion of learners' L1 in favour of maximizing L2 exposure has perpetuated the monolingual principle through what
Macaro has termed the 'virtual position' (1997, 2001, and 2009). Moreover, it is argued that the above theoretical and empirical support for the virtual position, in combination with the success of L2 immersion programs in Canada during the 1980s, played a significant role in influencing many governments, educators and publishers worldwide in both ESL and EFL contexts to 'accept the virtual position on target language use as best practice in second and foreign language learning and teaching' (Turnbull &Dailey-
O'Cain, 2009: 3-4, original emphasis). On the other hand, discoveries in SLA literature often take a considerable amount of time to reach practitioners and policy makers in many parts of the world, and when they do, they are not necessarily received with equal enthusiasm (Hall & Cook, 2012: 272). In other words, although the virtual position has enjoyed significant support in mainstream literature for more than one hundred years, many educational contexts continue to employ learners' L1 in foreign language learning
(Hall & Cook, 2012). Additionally she recognized that countless students employed code switching independently between Spanish and English during classroom lessons 27 after classroom lessons for the purpose of influencing and maintaining successful communication with same elements of dialect and registers. Also in the same research study, it was observed that in all acknowledged instances of CS, in numerous language classrooms, students were strappingly translated of what they communicated by themselves as they were proficient to be understood by other listeners within group mates.
In many African countries where foreign languages like English language and other
European languages are practical used as medium of instructions in secondary schools and post secondary schools, the issue of CS among learners and instructors is very common and unavoidable one bearing in mind that no lesson can be presented without communication whether formal or informal communication (Brock-Utne
&Holmarsdottir 2003), on the study, they possessed the reason of synthesizing and put into practice the language policy in relation to education policy in order to guide the classroom lessons, they described that in Tanzania at Secondary school level educators and learner fail to learn efficiently through foreign language only as medium of instruction especially English language.
Hence, teachers struggle make use of Kiswahili and English at once to instruct the learners and also learners use Code Switching to respond teachers‘ instructions. The findings indicate that both English and Kiswahili are used as the Medium of instructions in many classroom lessons in Tanzania secondary schools. So the real situation in the classroom shows that despite the fact that English being Language of instruction and a subject yet teachers are using English-Kiswahili CS for healthier communication with their learners.
28
Another observation also noted that the practice of code switching was similar in South
African classroom lessons, for instance in Cape Town where is Xhosa is the mother tongue of many people it was observed that, classroom subjects were carried out in
English at the beginning and then translated to isiXhosa for student to understand as only best means of presenting message or lesson (Brock-Utne & Holmarsdottir 2003).
Therefore, according to Brock-Utne and Holmarsdottir it seems that the carry out of code switching in certain situation and contexts without considering its reasons, it is functioning even beyond the boundaries of Tanzania as explained before. The difference of Code Switching between Tanzania classrooms and other nations is that students from other nations do master well all their languages they are switching in all spheres such as listening skills, speaking skills, reading skills and writing skills while in Tanzania classrooms students master neither English communication nor Kiswahili communication where even the practice itself is no longer helpful in the worldwide as it should be well thought-out that fine mastery language smooth the progress of the whole procedure of teaching and learning with constructive outcomes now and then.
2.5 Perception towards Use of Code Switching
This section is about to address general perceptions of CS in the classrooms where
English and Kiswahili are switched interchangeably. The former research showed that both positive and negative perceptions of CS were described. However, one of the perceptions exposed pertaining it is that related with seeing CS as an instrument for good remembrance of new concept. The findings collected by Younas, et al. (2014) with secondary and post secondary education students indicated that nearly ninety eight percent noted CS to be an instrument for good remembrance of new concept. Research
29 tools applied in this study also enabled to recognize that seventy five percent of students shifted different codes as they faced no difficulties in learning key linguistic elements of the official language, especially English language as medium of instruction in secondary education.
Similar situation was absolutely true in other contexts, where the investigation showed that students twisted the codes for the purpose of learning many words and their meanings as they can (Bahous, Bacha, & Nabhani, 2011). Bahous, Bacha and Nabhani
(2011) and Younas et al.‘s (2014) arguments answered on the quantitative study, explaining that the students were supported by their teachers, to show that whatever was attempted to use code-switching in the classroom lessons and outside the classroom business was positively perceived at this juncture.
Another perception that learners had in association to code-switching is that they think it to be a bridge of acquiring two languages including language one and language two respectively (Jingxia, 2013; Ma, 2014). Taking an example of a community with many languages, the application of students‘ first language might be just for elaborations given by teachers during classroom lesson. As a result, if the Language one is accepted and put into usage, learners become attracted and motivated in the whole process of learning language two which is English language as an executive language (Ma, 2014).
Nadeem‘s (2012) research study also concurred with the notion of doubling languages during a classroom lesson, although such CS does mean that the concern was based on improving only content knowledge and vital skills like reading, listening, writing and speaking. So far, the study gave special treatment to the concept of valuable using learners‘ first language which is Kiswahili along the official language which is English in the classroom lessons where necessary. The application of learners‘ first language 30 during and after the classroom lessons that are delivered using an official language might negatively motivate the progress of learners‘ language standards in official language instructed to be used in everyday interaction (Ma, 2012). The investigator ideal that learners fight with considerate communication if their group mates or facilitators reflect the students‘ first language and this leads to excursion in educational success.
Enduring with the scheme of pessimistic pressure, Bailey (2011) painted to facilitate principally persons who previously cover lofty expertise in a board language discover
CS to be an impediment as of budding their language supplementary. As a consequence, the elevated the adeptness is, and the further students are alarmed in relation to board language expertise, the additional frequently the worth of CS is redundant. Nevertheless, from time to time still lofty language expertise is capable of guide to by means of CS as an erudition line of attack (Javid, Al-thubaiti, & Uthman, 2013). Then, CS canister is second-hand as an instructional loom to educate students by way of little language expertise. In toting up to the pressure of language expertise of students‘ perceptions of
CS, a supplementary follow a line of investigation has publicized with the aim of it besides prevents students commencing mounting their first language.
The employ of CS was greatly exaggerated by the attitudes of secondary students and teachers‘ pessimistic opinions overcome (Adendorff, 1993; Arthur, 1996; Ferguson,
2003; Martin, 2005). This goes against with the recognition of CS communities with many languages as a customary plan for agreeing connotation along with persons who articulate more than one language at a time. Rubagumya (2003) a small number of parents who are knowledgeable only do exchange a few words with their offspring by means of English language. Nearly every student in Tanzania is not recognizable with
English language on his or her surroundings out of school making it hard for to be 31 knowledgeable somewhat students are knowledgeable in Kiswahili language. According to Rugemarila (2006) affirmed that it is not a habitual deeds for students to articulate
English out of school grounds. Myburgh et.al (2004) in Rugemalira (2006) in additional expressions, students glimpses English as the language of discipline.
Several scholars believe that CS to be out of place and argue that students will not be knowledgeable in their utilization of English language in everyday instructions.
Hammink (2000) commented that, code switching is frequently viewed disapprovingly.
"It is habitually well thought-out a little status variety, untrue, underprivileged language, or a result of shortened mastery of the two languages." She also notices that these incongruous judgments be inclined to be apprehended by one language speakers.
Various speakers, first and foremost language purists, fear that "the make use of a next language with the former language will either maintain the first one from mounting or degrade it or cause misunderstanding in the speaker's brainpower." Due to these argumentations, the problem of code switching has been seen to damage the language expansion and take away the aptitude of English language learners.
In the study of multilingual early stages, by Macias and Quintero (1992) experiential that, "CS enables not only to boost contact in the teaching/learning progression but it assists to keep and grow the languages of two or more users." Burenhult and Mattsson
(1999) also have the same opinion that the foremost utility of code switching in the classroom situation is to exchange a few words successfully, seeing as to two expertise of the second language might be unfinished. Since there have been to a great extent studies conducted on the ground of CS, but there is no agreement on whether it has to be in use in the educational playing field or not. The research study would investigate the
32 way CS and non-effective CS influence the students' achievement and demonstrate subject matter knowledge beyond the primary intention of teaching and learning.
2.6 CS in the Context of Language Classroom
Educators and other education stake holders consequently, have been involved themselves with code switching as a way of giving students with the chance to communicate and mounting students‘ understanding before the society around them.
Besides, CS helps individuals to present and get hold of load of instructions in the classroom since the teachers do not need to give explanation of something of interest in a single word that may increase confusions among receivers of the message presented.
According to Norrish (1997), expressed that some teachers do use CS regularly especially when the intensity of English as second-hand in learning materials is not well- suited with the level of understanding of students in classroom lessons Macaro, 2001;
Polio and Duff, 1994. (Kim & Elder, 2008) addressed alike distinctions, but also identify code switching for social goals, for instance expressing concern and compassion. In addition, Edstrom (2006) proposed the debates rotating around L1 use transcend pedagogical matters, instead pointing to teachers' 'moral obligation' to recognize learners as individuals and to create supportive, affective environments by communicating interest, respect, and concern through 'judicious' use of the L1. Affective support is particularly important for L2 learners' lack of proficiency, which is often cited as the main reason teachers code switch (Macaro, 1997).
In the classroom environments where L1 is used as language of instruction, learners' lack of ability can quickly raise disappointment (Butzkamm, 2009) and tension stemming from feelings of unfairness created by the inconsistent power teachers embrace in relation to them (Brooks-Lewis, 2009). Another often cited reason for code 33 switching is teachers' own limited proficiency (Carless, 2004; Liu, et al., 2004). In reality, the senseless, idle and time consuming use of the L1 by less capable, disaffected teachers as resulted in situations where they give way to teach the L1 (Butzkamm &
Caldwell, 2009).
The diminishing of English language competency has been resulted as poor working with English language, several students speak English language only in the classroom and when they are outside the classroom do not speak English language rather they speak other languages until get back to the classroom where they start to adapt English speaking as school language of instruction (Asmah, 1992). Awang Had Salleh (2003) has indicated the apprehension to students‘ necessitate to English learning fitness. This investigation aims to examine students‘ insights of their teachers‘ use of code switching in teaching English language in secondary schools in Tanzania. Numeral researchers such as (Lai, 1996; Cole, 1998; Critchley, 1999; Eschewers, 1999; Burden, 2001; Tang,
2002; Greggio & Gil, 2007) have argued that code-switching can be a practical tool in supporting English language teaching and learning course of action. That is to say those researchers believe that in order to balance communication between speaker and addressees or participants of certain topic there is need of fixing code switching as supporting tool. Others like (Skiba, 1997) perceive prospect for language development for the reason that CS allows the valuable shift of information from the source of information that might a teacher to the receivers of that information who are normally students. As a result, language switching seems to be creditable in teaching English language in secondary school as participants of the practice benefit in one way or another. However, CS is likely to show a discrepancy in its effectiveness depending on an assortment of circumstance including learners ‗age and nature of subject presented in 34 regular classrooms. Some individuals articulate a broad-spectrum analysis that CS might be destructive to schooling (Mwinsheikhe, 2009), but in fact we do not be acquainted with enough details over unconstructive sound effects of CS to students academic achievements and regular mastery of linguistic and language skills necessary now and for future appropriateness. Research findings in these contexts and circumstances need to investigate what is not clear with the existence of CS beyond the perceptions and assumptions predicted near the beginning.
2.7 Conceptual Framework of the Study
A conceptual framework is a construction in which researcher employs in the sense that he/she can most excellent give explanation the study as over whole saving for the sake of summarizing the content of research study (Camp, 2001). It is related with the ideas, experimental research and theories second-hand in guiding the understanding espoused by the researcher (Peshkin, 1993) under this circumstance an individual while using his or her own experience and assumptions formulates and organizes new rules and regulations guiding important steps of data investigation. It is the researcher‘s picture in the mind of how the research problem would be examined considered in advance. The conceptual framework grants an interconnected way of looking at the dilemma of the study that one has to go deeper to make clear understanding of the investigation (Liehr
& Smith, 1999). It is designed in a reason noble arrangement to provide a picture of the whole study which reflecting to how an idea comparing from different studies relates
(Grant & Osanloo, 2014)
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Figure 2.1: Conceptual Frame work
Kiswahili English Language Language
L1 L 2
Perception from respondents
CS an apparatus for acquiring latest information
CS support classroom interaction
CS is a catalyst of learning two languages
CS shorten communication among teachers and students
CS is barrier from improving language ability
Failure to recall and retrieve materials in examinations
Weaken the mastery of English Language
CS is source of poor performance in examinations
Source: Adopted from Finnegan (2008).
36
To refer, the conceptual frame work above optimal use of code switching represents a judgments teacher must make regarding the possible detrimental effects of not drawing the learners‘ attention to aspects of their first language, or not making comparisons between the first and second languages. It involves a principled decision regarding the effects of not conveying important information simply because this might be too difficult for the learners to understand in the second language – a teacher avoidance strategy. It involves decisions about the relative merits of second language input modification as opposed to activating first language connections (Macaro, 2009).
Despite the need for these judgments to be informed, there is a considerable dearth of empirical research into the pedagogical value of code switching as opposed to L2 exclusivity
(Macaro, 2009). Most of the observational studies investigating the functions and amounts of code switching described earlier do very little to inform its pedagogical potential as they ignore the 'learning environment that the teacher was trying to create' (Macaro, 2009). To fill this gap, Macaro and his colleagues have conducted a number of studies into the effect of code switching on L2 learning.The results of these studies are comparable to those in support the argument that L1 use for intentional vocabulary learning (i.e. through explicit form-focused instruction, memorization of word pairs, provision of marginal glosses, bilingual dictionary use) is more effective than incidental learning in which learners are expected to infer the meaning of target words embedded in context (Laufer,
2005; Mondria, 2003) or from pictures (Lotto & de Groot, 1998). Indeed, as Macaro
(2009: 40) suggests, making unfamiliar vocabulary more salient in written texts (e.g. providing glosses or textual elaboration) is ‗not that dissimilar to code switching in oral interaction. ‗Incidental vocabulary learning is conceptualized as a 'by product' of activities without a focus on vocabulary learning while intentional vocabulary learning
37 entails activities explicitly aimed at memorizing lexical information (Hulstijn, 2001). In studies investigating vocabulary acquisition. So, CS in secondary schools in Tanzania is exercised by students with stumpy language competence and record. For that reason they employ CS as an instrument to facilitate them to take in hand projected information and enhanced understanding among themselves (Ma, 2012). Though teachers as facilitator in transforming skills, knowledge, norms, values, customs and tradition might consider in excess of the students‘ capacity and history, as a result teachers implement code- switching so as to assist teaching and learning processes smooth and victorious (Jingxia,
2013).
Conversely, Sampson in his study (2012) failed to articulate the comprehensible connection between code-switching and student language capacity. It had acknowledged that Code Switching is to come about for the reason of near to the ground and far above the ground levels of Language of Instruction (LoI). So such studies demonstrate that CS is not necessarily associated only with low competence levels in teaching and learning
English language in secondary schools in Tanzania. But also, the influence of language capacity of students‘ perceptions towards CS, supplementary discovery have indicated that CS as well a hindrance to students for systematic developing and improving their first Language (L1) achievement.
2.8 Knowledge Gap
Researchers have conducted a variety of studies about CS while others have even tried to develop various theories to make clear CS in Education. Vuzo (2012) investigated paying attention party‘s sentiments on the make use of language switching and its implication in teaching and learning English language as shifting from English to
Kiswahili is noteworthy in Tanzania secondary schools. Where the most important 38 findings from education stakeholders point out that CS appears very likely understandable and obligatory put into practice while researcher recommends on the step up of the teaching tradition of English language and Kiswahili language by professional and qualified teachers with all key linguistic and language skills. Nevertheless, the research study‘s intention does not nuisance to investigate the student‗s perceptions of their teachers use of CS in teaching English Language in secondary schools in Tanzania.
Probyn (2006) conducted a study about Language and Learning Science in South Africa and discovered that most Xhosa speaking teachers in Cape Town who are training science subjects like Basic Mathematics and many others tend to teach new concepts in
Xhosa and then interpret them into English language during classroom lesson presentation. Such teachers also tend switching to Xhosa when they perceive that the learners do not identify with a new concept or word, in consequence teachers worn
Xhosa to give emphasis to a point and the whole subject matter.
However, the study does not investigate the effects of CS in teaching and learning
English Language in either secondary or post secondary schools. Despite the existence of several studies conducted on code switching but there is still no understanding whether there is a need to integrate CS in academic purposes. Some scholars studied it in particular subject matter. For instance, Probyn (2006) premeditated CS in science subjects while Binding (2003) explored it in Scientific Concepts and Rezvani (2001) studies it in teaching English at the same time as overseas language in Iran. Puja (2003) in his study of English language competency speculated that the poor function of
English by students in their day after day conversations and make quiet in order to avoid communicating English that has contributed to a large extent on students‘ poor performance in academic outcome. In all these studies the researchers do not show 39 whether CS practices in teaching English language help students to master language skills and their perceptions of the teachers‘ use of CS in teaching and learning English language.
It seemed there was limited information about students‘ perceptions of the teachers‘ use of CS in teaching and learning English language though some studies had extracted about Language of instruction in teaching or CS by university students like the study titled ―The language of instruction issues in Tanzania‖ (Godfrey, 2012). Thus, such state of affairs shows the extent in which English-Kiswahili CS is exercised in secondary schools in Tanzania context.
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CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
Kothari (2004) informs that when someone is explaining the issue of research methodology he or she is not referring only to research method but also is thinking of the reason to make use of the technique in certain perspective of research study conducted to address convinced objectives projected by investigator. This chapter presents methodological processes that were involved in this the steps of gathering information and analyzing data. The chapter in general deals with research approaches, design, location of the study, population of the study, the sample size and sampling techniques, data collection methods, data analysis techniques, validity and reliability of research instruments and ethical consideration.
3.1 Research Approaches
The current study adopted descriptive qualitative approach. Merriam (2002) explained that descriptive qualitative is the technique which is considered to expose the connotations persons have created in relation to an exacting incident, and in which the investigator is attracted in a thoroughly understanding of such incident. The current study was fascinated to dig out the details about students‘ perception of the teachers‘ use of CS in teaching English language in secondary schools in Tanzania. In addition,
Denzin and Lincoln (1994) grasp that qualitative study concerns with understanding stuffs in the existing natural location, attempting to formulate meaning of events. For that reason the approach was well thought-out to be appropriate in evaluating teachers‘ use of CS in teaching English language as it implicated straight familiarity throughout
41 data collection so as to facilitate understanding the context and the persons associated in the study.
3.2 Research Design
Research design is said to be a plan that specifies who, where, and when data are to be collected and analysed (Parahoo, 2006). Burns and Grove (2009) argue that an appropriate research design is that which conforms to the topic investigated in order to answer specific aims and objectives that the research question poses. The researcher employed descriptive research design. Thus, the researcher‘s target was just to see the real situation of CS among teachers and students while teaching and learning English language in secondary schools. The intention of applying descriptive research design is to obtain comprehensive and precise perceptions of students‘ on teachers‘ use of CS in the classroom (Bryman, 2001; Best & Khan 2004; Kothari, 2014).
3.3 Location of the Study
The current study was conducted in Gairo District in Morogoro Region.Gairo is an outsized township and an administrative ward in Gairo District in Morogoro Region of
Tanzania, East Africa. The urban is the managerial centre for Gairo District whereby it was officially established after it was gazetted in March 2012 among the new districts established all corners of Tanzania. Previously to that Gairo included in the divisions of
Kilosa District council in Morogoro region. According to census of 2012, this new
District was administratively divided into eight wards those are: Gairo, Mandege,
Rubeho, Kibedya, Chagongwe, Nongwe, Chakwale and Chanjale. The current study specifically was conducted at Gairo ward. The district is bounded as follows; in South there is Mpwapwa District, West Kongwa District, east Kilosa District, North Kiteto
District, North East Kilindi and Mvomero. It is located on the main Dodoma to Dar es 42
Salaam road and is a transhipment point, as well as a shipping point for the agricultural products of the district. The natives of this district are pastoralists and farmers where they involve themselves with small scale production of both cash crops like sun flowers as well as food crops such as maize, beans, and sweet potatoes, round potatoes, cassava and green vegetables. While others deal with animal keeping such as chicken, cows, goats, pigs, sheep and donkeys as far as agriculture to these people is the only major means of production in which parents obtain basic requirements for their children to go to schools and further education. Besides, agricultural activities such district currently as it is growing fast there is interference of different people like Sambaa, Nguu, Hehe,
Bena, Kinga, Gogo, Masai, Nyamwezi, Rangi, Nyiramba, Zigua and Chaga following the contact in terms of business and love affairs like intermarriage one tribe and the other. Also another interaction of people in this district is due to the shift and transfer of public workers of different sectors like doctors, teachers, policemen, executive officers, nurses, engineers and agricultural officers.
According to the census of 2002, the town's population was 16, 982 while the population of the ward was 35,638. Ethnically, the native people of the district are typically Kaguru.
The reason behind for the selection of Gairo District is that it is among the districts that do not perform well in English language subject in Certificate of Secondary
Examination Education (CSEE) and students seem not to be aggravated in the use of
English language within and out of school surroundings. In totaling, secondary schools in this District are having students with hardly performance in English language
(Preliminary Study). Indeed, accessibility of the schools influenced the selection of the study location in order to collect information in a more precise and convenient.
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Table 3.1: Number of divisions, wards and villages of Gairo District
Division Number of Number of Number of wards villages streets Nongwe 4 8 28 Gairo 9 29 47 Total 13 37 75
Source: Gairo District Council Profile (2014).
Three secondary schools were involved in the study including Gairo secondary school,
Rubeho secondary school and Sekwao secondary school where a total of 60 informants including 48 secondary students and 12 secondary school teachers.
Figure 3.1: Map of Gairo
Source: Giro District Council Profile (2012).
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3.4 Population of the Study
Perner (1990) elaborates population as whichever collection of persons that have one or other distinctiveness in regular that is of significance to the investigator in certain proposed study. For this case, the study population incorporated secondary schools, students and teachers in Gairo District chosen from three secondary schools, namely
Gairo secondary school, Rubeho secondary school and Sekwao secondary school. The study involved secondary school students and teachers in Tanzania as respondents to the study. Out of these schools the beleaguered population was secondary schools in order to find out code switching practices where the accessible population was English teachers and students from selected secondary schools in Gairo ward.
The reason behind the selection of this population sample was that all these schools were located within an accessible surroundings and miniature in size, which would make sure the researcher examines exhaustively the details that was provided by the informants over an investigation conducted in accordance. Such perception is argued by Munhall
(2007), that miniature size has benefit of ensuring a fine relationship that can be built between the investigator and the informants, and might ask for supplementary reliable responses ensuing from the conversations expressed.
3.5 Sample size and Sampling Techniques
Simple random sampling through paper folding method was applied to mock-up students from three secondary schools. The sampling technique employed in order to give an equal chance for students to be selected and included in the study among members of the population targeted. Such method was useful since it helped to avoid biases and segregation during sample selection Sample of 60 informants including 12 teachers and
48 students in the current study. 12 English language subject teachers from three schools 45 were purposively sampled based on the knowledge and ability of providing information about the students‘ perception of teachers‘ use of CS in teaching English language in secondary schools. The technique used to consider streams, classes and gender during sampling (Sarandakos, 1998).
3.5.1 Selection of the Schools
Three secondary schools which are found in Gairo district, Morogoro region in Tanzania were selected. The choice of schools were purposely selected because of their rise in education awareness as there are large number of primary and secondary schools located in urban as well as in rural areas.
3.5.2 Selection of the Classes
During data collection researcher selected form four, three, two classrooms and form one classroom with their streams which are usually classrooms that do sit for the national examinations and annual examinations at the end of the year. The reason for selecting forms in the selected schools is that students were experienced in using the
English language, whereby school beginners like form ones might give their opinions as they met CS during English course offered before regular classroom sessions. Again researcher preferred the rest classrooms in order to scrutinize students‘ steps forward in learning English language in which students could distinguish the rate of code switching during time they began lower classes and the time they attended higher classes and enough experience in different academic subjects.
3.5.3 Selection of the Students
Random sampling was conducted to choose the students while paying attention to gender and the classroom level of education. This sampling technique enabled in great extent to trim down unfairness and isolation while each student had an equal chance of 46 being picked to participate in the study conducted. A totality of 36 students, 12 students commencing each School was selected in the study. From each stream a classroom register was obtained from random sampling of the 12 students. The intention of using random sampling was to make possible students to have a reasonable participating likelihood in the study but also the sample was convenient while drawing information about Code Switching in secondary schools.
3.5.4 Selection of Teachers
Twelve (12) teachers in total were purposely selected in this study that is four from each school. Among twelve teachers surveyed four of them were experienced in teaching
English subject for five years, six teachers experienced in teaching English subject for ten years and above while two teachers were experienced in teaching both English subject and Literature in English for eight years. Researcher employed purposive technique as the primary goal to describe information from English subject teachers from projected schools. The respondents to be chosen were English language teachers as far as they were selected and surveyed to give information about code switching because they have experience and practice in teaching English subject quite a lot of times in secondary Schools.
Table 3.2: Summary of Sample Size and Sampling
Categories School X School Y School Z F M F M F M F M Students 8 8 8 8 8 8 24 24 Teachers 2 2 2 2 2 2 6 6 Sub total 10 10 10 10 10 10 30 30 Grand total 60 Source: Field data (2019).
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3.6 Data collection Methods
Data collection refers to step by step process of achieving information in order to get hold of facts and sympathetic of various issues. Nkapa (1997) has the same opinion that data collection is the procedure of getting hold of confirmation in a methodical mode so as to provide evidence of definite response to the research dilemma. The researcher employedunstructured interview and direct observation to collect qualitative data.
3.6.1 Interview
According to Patton (2002), interviews are taking place in order to find out belongings that cannot be observed without face to face conversation or telephone and Skype conversations. The study employed unstructured interview which is one of the best tool that persuade an individual to give biased response. The researcher conducted an interviewed for 60 respondents including 12 teachers and 48 students. The researcher arranged an interview guide that permitted students and teachers to articulate generously and they provided researcher with an adequate amount of information. During face-to- face conversations researcher picked each respondent separately away from others in order to keep him or her comfortably and freely to participate in the study as per intervention.
3.6.2 Observation
Observation method in gathering information smoothes the progress of actual proficiency of what is taking place in the surroundings (Patton, 2000). Again observation method does not involve people conversation rather than a researcher to run through time in observing what is happening in the natural setting and acquire clean information before others. Thus, the researcher participated himself in the classroom
48 lessons by observing what was happening and learnt how students switched from
English to Kiswahili.
3.7 Data analysis Techniques
The process of data collection and analysis in a qualitative study set out concurrently.
This is due to the actuality that, qualitative data investigation engages classifying equipments, persons, events, and properties (Marshall & Rossman, 2006). Under this juncture researcher used to read and transcribe the data collected from the interviews so as to get a general sense of the whole and ideas presented. That means, the collected data were reorganized, read and re-read, and then the researcher categorized data by naming general themes and putting them in order and logical sort.
Translating the interview consumed a researcher nearly two weeks, and that seemed to be the most important confrontation in very phase before report writing. The motive behind such challenge was that researcher had to handle the speed of the footages for the purpose of not failing to see precious data. Later than that researcher transliterated all interviews recorded during field survey and fashioned credentials all of them that indicated before.
Data convention was the following footstep and in addition another mainly refined one.
Recognizing and classifying codes in given classifications ended in thirty days earlier than continued with data understanding. Next to the start, researcher recognized much code which was more than enough for more investigation. As a result, researcher sought after the same codes and eradicated them once such codes duplicated. On the last part of coding procedure certain quantity of codes was fruitfully reduced to very small quantity.
The researcher prearranged all reduced codes beneath the research theme as matched with research questions worked on. 49
An important dialogue and vocabulary about the observable fact beneath the current study extracted from each transcription with a lot of information. Meanings invented from noteworthy statements, and organized into achievable and appropriate memorandum. To end with, the researcher of this study wrote a well detailed and comprehensive explanation of existing knowledge, skills and experience in consideration with crucial organization of the observable fact formulated in advance.
3.8 Validity of Research Instruments
The term validity deals with an issue that a study measures what it requires to be measured (Cohen, Manion & Keith, 2007). In more details, validity has many forms in qualitative data. Based on Cohen et al., (2007) validity in qualitative data can be addressed through the honesty, depth, richness and scope of the data achieved. In order to guarantee validity, this study made use of more than one source of data collection technique. The research instruments used were interviews and classroom observation.
Patton (2002) noted that, studies that use one method are at risk to errors connected to a fastidious method than studies that involved more than one method whereby different types of data provide cross-data validity checks.
Validity in qualitative research the researcher is an instrument (Patton, 2002).
Qualitative method display credibility through the skills, competence and strength of a research during field work. The researcher is a main person in obtaining information from research participants. To facilitate good report the researcher treated each interviewee with respect asking probing questions and paraphrasing the interviewee‘s responses to ensure responses were understood throughout the study. This was to enable them to be contented and easiness to share more of their understanding.
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3.9 Reliability of Research Instruments
Reliability refers to the extent of consistence whereby if the study is repeated over again using the same procedures, it will bring about similar outcome (Yin, 1984; Brock- Utne,
1996; Kvale, 1996). The concept reliability is a requirement for validity for mutually quantitative and qualitative (Brock- Utne, 1996).In this study the researcher ensured reliability of research instruments by preparing appropriate interview guide with which face to face questions were asked frankly and unmistakably. Also classroom observation guide was applied on what was taking place in the field where the study conducted. The data gathering techniques added value and reliability to the study by making sure that reliable data were obtained and observed as per general objective emotionally caught up.
3.10 Ethical considerations
The ethical component of research process engrosses achieving respondents' informed permission, observing their rights to privacy, protecting them from damage which may be physical or emotional by the way a researcher pose questions and reports the findings
(Punch, 2005). Previously to data collection, researcher required for research clearance letter from the Directorate of Postgraduate Studies of the University of Dodoma. The letter introduced the researcher and stated the purpose of the study and its importance in order to justify the need for data collection. The clearance letter was then taken to Gairo
District Executive Director for approval. The approval was granted and the office of the
District Secondary Education Office on behalf of the Director, wrote a letter of introduction to the heads of the selected schools introducing the researcher. The head of
Schools selected received the letter and allowed the researcher to conduct the study after the submission of the approval letter. While in the field, before starting data collection the researcher informed the participants about the aim of the study, its significance and 51 the way they would be involved in the study. The participants were asked to volunteer in the process of data collection and they were assured of confidentiality of the information they would provide. Confidentiality was considered by making research sites anonymous names like school E for experimental school and C for control school.
Similarly the respondents were given examination numbers instead of their real names for identification.
Moreover, the willingness of the respondents to participate in data collection was highly appreciated. As well assurance to protection from any harm that could be caused by the study was given to the respondents. Respondents were assured that the results of study would be disseminated and used by educational stake holders for academic purposes only and not for any other purpose. Consulted scholars‘ works were all acknowledged.
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CHAPTER FOUR
FINDINGS OF THE STUDY
4.0. Introduction
This chapter presents the findings of the study obtained through interviews and classroom observations from different informants engaged in the study. The presentation of results of the current study is alignment with research objective and research questions. The instruments used for data gathering were interviews for both students and teachers and observation schedule.
4.1. Teachers’ CS practices in teaching English Language
According to the data gathered from the field through interviews and classroom observations at schools where the study conducted it seemed that a CS practice among teachers during teaching EL in secondary schools is exercised. With regard to the classroom observation from school X where CS practices was visually marked.
Researcher observed in one of the classrooms where a teacher used both English language and Kiswahili language to instruct learners. She did that as the way to adjust the situation while learners failed to understand of what was spoken. In that occasion the teacher from school ‗X‘ instructed learners as follows:
All groups will present their work in front of others, due to the fact that others will understand what you have done each other….kwahiyo kila kundi litatoka na kuwasilisha kazi yake mbele ya makundi mengine ili kufahamu kilichofanyika. (Teacher, school X) The notion above related to the language switching from English language to Kiswahili Language was not just because students did not understand of what was spoken, but the speaker assumed that students would understand better if he switches to Kiswahili away from English Language. The researcher determined that some students were there waiting for a teacher to budge from English language to Kiswahili language, so that they
53 could contribute something by either asking or answering questions related to the lesson. Another observation was from school Y as a teacher responded: Hello, what is the problem with this classroom? Maana siwaelewi kabisa maswli yangu hamjibu kwa wakati na wengine hata hamfanyi kazi mnazopewa darasani eti. (Teacher, school Y) Hello, what is the problem with this classroom? I do not Understand you any more as you can‘t attempt questions On time while others do not answer classroom assignments. (Researcher translation)
Thus, such expression shows that there is habit and practice of code switching exercised by teachers to ask or to give instructions to learners in the classrooms. Moreover, the findings from classroom observations demonstrated that at time CS employed, Kiswahili is said to be used informally to keep learners via participating further in the procedure of studying wherever they appear not to be subsequent. A teacher offered instructions in the classroom by means of EL communication as well as KL used to break funny stories and get ahead of unofficial remarks.
Also the results collected by the interview technique responded to the question that asked about the teachers‘ CS practices in teaching English language in secondary
Schools separately from three students‘ response who declared that teachers do not code switch. The rest 45 respondents declared that teachers usually code switch in the classroom sessions. It seemed to be an extremely normal, understandable and essential practice. As a student from school Z commented:
Waalimu huwa wanatumia Kiingereza na Kiswahili kidogo-kidogo katika kufundisha, wengi wao hulazimika kuchanganya lugha zote mbili kwa wakati mmoja. (Student, school Z) Normally teachers do employ code switching from English to Kiswahili most of them while presenting classroom lesson. (Researcher translation)
54
Representation from this sight it mean that teachersthemselves are involved with CS.
Secondary school students in this case imagine it is common thatthe teacher ought to CS while teaching. Adding together, student responses decorated that incases where the teacher did not employ code switching practice learners stipulated CS to be applied by force. This has been sharpened out by the students. A student from school X stated:
Wanachanganya Kiingereza na Kiswahili kidogo wanapokuwa darsani. Bila kufanya hivyo tunamwambia mwalimu hatujaelewa somo.(Student, school X)
Teachers employ code switching in some extent during teaching If they don‘t code Switch we say to him or her that we have not understood the lesson.(Researcher translation)
On the way to answer the same question both English language and Kiswahili were used interchangeably in the classroom as supported by the following conversation between
Researcher and the students:
Researcher: Lugha ngapi zinatumika darasani wakatimnapofundishwa somo la Kiingereza? Respondent: Lugha mbili hutumika to teach and learnin the classroom Researcher: Unaweza kuzitaja lugha hizo? Respondent: Yes those are Kiswahili and English kwapamoja (Field data; 5th February, 2019)
Researcher: How many languages are used as means of communication when teaching English language? Respondent: Two languages are used Researcher: May you name them? Respondent: Yes, those are Kiswahili language and English language (Researcher translation)
The above dialogue between the researcher and respondent indicated that, English language and Kiswahili language were interchangeably used during teaching of English language in the surveyed three secondary schools to represent the rest schools in
55
Tanzania context. Therefore, a totality of 29 out of 48 student responses confirmed that once CS took place teachers employed English language typically and a little Kiswahili employed as basic on the way to help secondary students in various portions.
The left behind nine (9) out of forty eighty (48) respondents highlighted that CS was practiced in actual classrooms. However, they failed to point out whether teachers applied less Kiswahili or English as the means of communication in the classroom.
Students‘ responses embrace the view that the common trend of teachers code switching be that the medium language ought to be English in addition to the fixed language
(Kiswahili). On the other hand, classroom observations that conducted indicated that there was no special formula pertaining, the use of Kiswahili language and English language in the classroom. Such expressions have been supported by Qorro (2002) who insists on the use of both Kiswahili language and English as the only means of communication in the classroom situations.
4.2. Perception toward CS and the mastery of EL
Both teachers and students presented their perceptions toward code-switching, where a total of twelve teachers were interviewed and their opinions based on the side that some students are in favor of the use of CS. Below was the interview guiding question on
Code Switching and mastery of EL in secondary schools.
Should code switching help the mastery of correct EL? 4.2.1 Teachers Perceptions
By starting with English teachers who were interviewed from three different schools said that, CS does not help to master English language skills. This was evidenced by
English teacher from school Y as said:
56
Kiingereza sahihi hakiwezi kupatikana kwa kuchanganya lughambili ila kwa kumwandaa na kumweleza mwanafunzi kuwa mbadala wa mawasiliano hivyo atalazimika kujifunza Kiingereza kwa usahihi. (Student, school Y)
It is impossible for an individual to acquire English language appropriately through code switching rather than instructing and preparing a learner to use only one language which is EL as no supplementary option of it. (Researcher translation)
The statement seems to be true since acquiring language such as pure mother tongue is very simple because it does not involve other languages during acquisition of this language. The acquisition of another language might follow after understanding first language as instructed to be. Such perception supported by another secondary school teacher from the same school Y who said;
Referring to intermediate schools, it does not matter whether one knows English or does not, he/she must speak. Hivyo hali hiyo inamjenga mwanafunzi kuelewe Kiingereza fasaha na siyo kwa kufuata huu mfumo wa Kiswahili. (Teacher, school Y) Referring to intermediate schools, it doesn‘t matter whether one knows English or does not, he/she must speak, unlike using Kiswahili system that needs switching from one language to another one. (Researcher translation) As the name branded intermediate or medium schools, related to standard institutions prepared to receive qualified learners and developing their abilities in several aspects including mastery of language skills. Language skills include speaking skill, writing skill, listening skill and reading skill that facilitate and improve academic progress during and after school life. Another teacher from school Z explained:
Mimi binafsi nasema lugha mbili hazimsaidii mwanafunzi kumudu ujuzi wa lugha kwa sababu kuna sarufi tofauti kwenye Kiswahili na Kiingereza. Kwa mfano yule ni mkulima (that is a farmer) Kiswahili ni maneno matatu ila kiingereza ni maneno manne. Hivyo hizi ni lugha tofauti hasa kwenye sarufi
57
ndiko kuna shida. (Teacher, school Z)
My own view over the two languages use does not help learner to master English language skills since there is grammatical differences between English and Kiswahili. Example ‗that is a farmer‘ (yule ni mkulima) there are three words in Kiswahili but in English there are four words that make one sentence to differ in two languages. (Researcher translation)
In other words each language could be learnt separately provided that each language has its own grammatical rules and linguistic structure in which studying two languages at once will be complicated and irrelevant to learner‘s language sequence and mastery.
Then a teacher from school X said that:
Katika shule za serikali za umma, Kiingereza kinakaribia kupoteaiwapo juhudi hazitafanyika za makusudi za kunusuru lugha hiyo ya Kiingereza, utafika wakati kiingereza hicho kitapotea na kama kitakuwepo ni kile kisichostahili (Researcher, school X)
Most of public schools are likely to drop in English language status unless efforts to maintain it up are to be made. So far time will come when forged English language will be used. (Researcher translation) In public schools with their facilitators do not care and concentrate on the use of English language in formal or informal occasions such as teaching, learning, debating, joking, gaming, asking and answering questions. A teacher from school ‗Y‘ used to say:
Ni vigumu sana kwani mwaanafunzi atatakiwa kutafsiri Kiswahili kiingereza na ikumbukwe kuwa kazi ya kutafsiri inahitaji kwa misamiati yakutosha na siyo uelewa wa neno moja tu. Hivyo kufanya hivyo kutamfanya mwanafunzi kufanya makosa, kutokuelewa na kushindwa kumudu lugha ya Kiingereza(Teacher, school Y).
It is impossible since a student is supposed to translate Kiswahili into English form. English translation is not done directly as in Kiswahili, for that case a student experiences mistakes that make him/her not able to understand and master English language. (Researcher translation)
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According to the findings it seems that many learners concentrate on claiming and stressed to translate words from either English to Kiswahili or vice versa since they asserted instead of understanding rules and principles guiding certain language in order to present them according to their own level of knowledge and understanding. Also
English teacher from school X expressed that:
Mara nyingine mwanafunzi anaangalia kitu chepesi, sasa akiona kiingereza chenyewe hakitiliwi mkazo basi anaamua kujikita kwenye Kiswahili na kukiacha kiingereza. (Teacher, school X)
Sometimes a student‘s interest is in simple things if he or she recognizes that there is no emphasis about the use of English language all over the time then he deals with Kiswahili language (Researcher translation) For the intention of verifying information, the researcher employed classroom observations during the English lesson in all three schools. The findings signified that the communication made by the teachers based on the sentences which were already prepared. Whereby the focus was on the written notes with full grammatical errors. As teacher from school Y during lesson presentation was observed and heard that:
Apostrophe can be used into ways, it depend the position whenyou talking about i.e. when you talking, if you want to talksingular apostrophe. Itategemeana na nafasi husika ilipo. (Teacher, school Y)
The communication presented in the quotation above implied that teachers themselves are not competent enough to teach good and correct English language away from structural errors and grammatical mistakes. The act does not make students to acquire clear language even international worldwide communication rather than code switching.
Even in the study by Bailey (2011) observed the same behavior regarding the students
59 being ready to use foreign languages in the classroom and this had influenced the use of
CS in the classroom.
4.2.2 Students Perception
The findings under this section proved that secondary students perceived that using CS does not help the mastery of English language in learning and examinations. As one student from school Y commented that,
Kitendo cha kufundishwa Kingereza kwa kutumia Kiswahili lazima kwenye mtihani kikugharimu kwa sababu unajibu mtihani kwa kutumia Kiingereza nasiyo vinginevyo.(Student, school Y)
Once you are taught using CS it will cost especially in attempting examinations where only English Language is used not otherwise.(Researcher translation) Such view is related with the study by Muhdhar (2002) on parents‘ view to English language teaching in Zanzibar as argued that ‗It seems that English language is not spoken around the school amalgam, our children cannot speak it because teachers themselves speak Kiswahili most of the time the act that cost students in final exams.
Another student from school Z came up with this view:
Sisi wanafunzi hatupendezwi na matumizi ya Kiswahili kufundishia kiingereza ni bora kiingereza pekee kitumike. (Student, school Z)
We students are not interested with the use of EL and KL in teaching, it is better to use English language only. (Researcher translation)
On the other hand researcher noted that teachers were using CS in their teaching sessions. This situation makes students to be dormant because they do not gain the basic skills of language transfer unlike switching from one language to the other among
English speakers and non English speakers as well. The same applied in the work of
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Brock-Utne (2007), strongly tried to explain the way students and teachers put into practice CS from English language to Kiswahili language for easier communication.
However, eight eighty percent of participants indicated that the use of code-switching in schools does not help the mastery of English language skills. Moreover a learner does not understand international English language grammar due to lack of understanding about how words are pronounced and spelled in terms of speaking and writing.
4.3. Students perception on the use of CS
Considering the interviews that conducted to secondary school students 27 out of 48 assured that code-switching was linked to the academic failure while learning using
English language. 11 out of 48 students said that CS enabled them to understand the meanings of many words. In order to extract students‘ perceptions on the use of CS, the following was an interview guiding question in this section.
How do you perceive code switching in the classroom?
To attempt the question posed above, a student from school ―X‖ stated
Mimi binafsi naona hamna athari yoyote ile kwasababu mwalimu anafundisha kwa Kiingereza halafu lile neno ambalo hujalielewa anakwambia kwa Kiswahili inakufanya unapokuwa unazungumza Kiingereza uweze kuelewa maana yake (Stdent, school X)
On behalf of me CS is not associated to the failure of learning English as teacher teaches in English but he/she translates difficult words from English to Kiswahili so as to know the meaningsof such words.(Researcher translation)
The statement addressed that a facilitator should at least give meaning of words and vocabulary into Kiswahili during teaching English session.However, all respondents who said CS was linked to the failure of learning English language. A student from school X said this:
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Kunakuwa na athari, kwani mwanafunzi hatoweza kuelewa Kiingereza kwasababu mwalimu anaongea kwa Kiingereza kisha Kiswahili. Kwa hivyo inakua inamchanganya mwana funzi kuweza kuelewa na kuongea Kiingereza kizuri. (Student, school X) The problem which makes students‘ not to know English Language is there. Thus, due to CS a learner is not able to understand exactly the pronunciation of words in EL. (Researcher translation)
That is to say many secondary students and graduates will experience weaknesses in using either English language or Kiswahili in standard manners since they were not shown the proper base of managing such languages in accordance. Rather they were taught half English and half Kiswahili through code switching practices during school era. This product also is teaching new learners by adopting the same mistakes did by their former teachers such as poor management of language skills such as writing skill, speaking skill, listening skill and reading skill. A student from school Z supported the notion by saying;
Mwanafunzi anakuwa anapotoshwa na matumizi ya lugha zote mbili,hivyo ni vigumu kuweza kuongea kiingereza fasaha na kinachokubalika. (Student, school Z)
It is a high time when a student is confused with the use of both English and Kiswahili languages; where it is impossible for him or her to talk grammatical and acceptable English language (Researcher translation)
In this case, learners especially school beginners like standard ones in primary schools, form ones in secondary schools, first years in colleges and universities are said to be confused with the use of code switching in teaching English subject by adopting
Kiswahili language at the same time and the same lesson. Also such practice yields to poor and ungrammatical English language exercising in daily formal and informal communication. Another student from school Y said;
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Kwa mfano juzi kulifanyika mdahalo shuleni, sasa unakuta mwanafunzi anajitahidi kuongea kiingereza kisha anachanganya Kiswahili.Hivyo inamfanya mwanafunzi ashindwe kuongea Kiingereza sahihi maana amezoeshwa tangu darasani.(Student, school Y)
For instance the day before yesterday there was a school debate where you find a student speaks English at first then switches to Kiswahili. Hence such practice makes an individual not to speak smart English as the impact of using both English and Kiswahili language inherited from the classroom situation. (Researcher translation)
Following everyday application of code switching among secondary school teachers and students lead inability to express one self and before others like interacting with other students from other public and private schools in terms of debating, discussion and answering questions due to poor language background. Finally an individual will not acquire what is supposed to be acquired. That notion is argued by Mutasa (2002) who believed that if students do not know the language used in teaching it means they do not and cannot acquire education smoothly. A student from school X said;
Kunakuwa na tatizo kwasababu unamkumbuka mwalimu alivyozungumza kauli kwa Kiswahili ila kuibadili kauli hiyo katika kiingereza inakuwa ni vigumu. (Student, school X)
The problem is there because one might remember of what his or her teacher spoke in Kiswahili though cannot change it into English language. (Researcher translation)
Despite the highly need of code switching in teaching and learning English language among secondary students, there is a problem of being not able to convert what has been spoken in Kiswahili into English especially when answering assignment questions, tests and examinations in general. The problem is that such assignments, tests and examinations are set in English and are answered in English too. Also another student from school Y responded:
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Inamwathiri mwanafunzi tena kwa kiwango kikubwa sababu tofauti pale mwalimu anapotumia kiingereza pekee na anapokua anachanganya Kiswahili. Mwalimu anapotumia lugha ya Kiingereza kwa usahihi mwanafunzi atajifunza kwa usahihi pia (Student, school Y)
Students become victims of CS rather than if teacher could use only English language correctly also the same way his or her students could understand (Researcher translation)
For that case, a student might experience undeveloped of using clear English language because of code switching adopted from the classroom. If a teacher could be punctual and restrict on the use of correct English language in classroom sessions and even outside the classroom students perhaps adopt such practice and exercising correct
English language. Another student from school ‗Y‘ suggested that;
Inabidi mwalimu awe anatusisitiza wanafunzi kutumia Kiingereza na yeye mwenyewe azungumze kiingereza tu bila kuchanganya na Kiswahili. (Student, school Y)
Enough encouragement by teacher is to be made to students in speaking English while keeping him or herself speaking English language all the time.(Researcher translation)
The findings through classroom observation determined that four teachers were not able to use all 80 minutes as shown in the time table. This might be due to the fact that teachers were just forced to use EL by obeying the available language policy despite their capability they have as an obstacle to handle the lesson in full time as it was supposed to be. Thus the study findings showed that there is relationship between CS and ungrammatical English language speaking and writing. It is so, simply because the use of more than one language at a time seemed to develop unacceptable ways of writing, reading and speaking English words. More over the findings indicated that 27
(56%) students out of 48 assured that CS was not helpful in academic, while 12(25%) students out of 48 said that CS was useful in the classroom and 9(19%) students out of 64
48 said that they were not aware whether CS was useful or not inside and outside the classroom.
4.4. Possible measures to avoid code switching in secondary schools
The objective number four of the current study which is ‗to examine the possible measures to avoid CS from English Language to Kiswahili Language‘. Though seven respondents (students) perceived code-switching in positive way, while forty one out of forty eighty students showed it in negative way. For example CS does not help them any more in learning English Language in the classroom situation. Therefore, many of the students supported that code-switching prohibit them strongly from understanding
English language skills now and future. Now the following below were students and teachers‘ perception drew on how to avoid code switching as the way to respond, the following was an interview guiding question.
How can code switching be avoided?
4.4.1 Students’ perception towards Avoiding CS
Under this section a total of forty eight students from three secondary schools reported that the issue of code-switching might be avoided effectively. Their responses were connected to the respective goal of the study which was about to examine the possible measures to avoid code switching in Tanzania secondary schools. Then a student from school X tried to say that:
Mwalimu hapaswi kutumia Kiswahili na Kiingereza isipokuwa kiingereza tu ili wanafunzi waweze kuelewa na kuongea kiingereza. (Student, school X)
A teacher should not use English and Kiswahili at a time rather than using English language only, so as to extend students understanding of the language. (Researcher translation)
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Then teachers‘ volunteering, seriousness and awareness about the value of each language in separate plus its characteristics and functions in normal and official use with exception of CS is to be addressed properly.A student from school Y added that:
Wakati Mwalimu anafundisha inampasa aeleze kwa kinaili wanafunzi waelewe maana watakuwa wanazoea kuongea Kiingereza. (Student, school Y)
While a teacher teaches, he or she must emphasize explain in deep and let students to work with EL all the time(Researcher translation) . Under this circumstance a teacher should make sure that he or she uses his/her level best to elaborate issues in accordance by applying extra supports like teaching aids like reading cards with letters like A, B, C, D, E, F, G, H, I, J, K… and emphasizing students to stick in English only rather than CS.A student from school Z said;
Walimu husika wanatakiwa kutuhimiza ndani na nje ya darasa kuongea Kingereza kuliko kutumia wakati wa darasani tu. Pia mwalimu amhimize kila mwanafunzi kumiliki kamusi ili kuanga lia maana za misamiati mbalimbali na kuielewa. (Student, school Z)
Teachers are supposed to instruct the use of English language during and after classroom sessions. Also a student should have and own a dictionary in for further understanding of words. (Researcher translation)
Despite the use of English language as an official medium of instruction in the classroom and outside the classroom English teacher should encourage students to buy and use effectively dictionaries throughout the time. Another student from school X said that:
Walimu husika wahakikishe kila mwanafunzi anasoma vitabuvya hadithi za Kiingereza ili kuelewa misamiati mbalimbali(Student, school X)
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Responsible teachers should make sure that a studentreads English story books for the aim of expanding abilityto understanding and gaining of new vocabularies(Researcher translation)
Therefore, the findings of this study showed that 41(85%) out of 48 students perceived that CS might be avoided. They gave the strategies through which code-switching can be avoided like teachers use English language alone during the session, giving deep explanations of a concept, emphasizing the behavior of using English language during and after classroom sessions and motivating students to read story books as much as they can as the ways of making students busy and serious with English language use rather than employing CS in their academic programs.
4.4.2 Teachers’ perception towards Avoiding CS
By cross-checking the findings which indicated that eighty (8) English teachers out of 12 from three selected schools concur with the notion that CS might be avoided while teaching English language in secondary schools. A teacher teaching English language in school Y suggested that the responsible ministry should adjust and improve the ways through which language of instruction is initiated very early from primary education to secondary education as English language only. That is to say once a student joins lower classes, he/she will be fluent in English language. The teacher‘s suggestions from school
Z were as following:
Wizara husikainatakiwa kurekebisha mtaala kuanzia shule za msingi mpaka sekondari. Kingereza kitumike kama lugha ya kufundishia.Hii inamaana kwamba mwanafunzi anapoanza masomo ya sekondari hap ati nafasi ya kuchanganya lugha (Teacher, school Z)
The responsible ministry should have ample time to rectify.The langua ge policy existing from primary education toward secondary education by emphasing the use of English language as medium of instruction. Hence such practice will make a student free from CS. (Researcher translation)
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On the view of proposed assumption, respondent was highly asking the responsible ministry of education particularly language policy section to revive and make serious review on the language of instruction and medium of instruction in secondary schools. If there are some weaknesses must be adjusted and rearranged well for the sake of improving and setting clear language of instruction in secondary schools. The perception above was related by another English language teacher from school ―X‖ as follows:
Zipo mbinu na njia nyingi sana kama vile majadiliano ya darasani, maswali na majibu, isipokuwa zote zinashindikana kwaani baadhi ya wanafunzi wanafika kuanza shule ya sekondari wanashindwa kusoma vizuri Kiswahili.Hivyo inabidi kuwa wafundishwe kusoma Kiswahili kwanza ndipo waanze kujifunza Kingereza. (Teacher, school X)
In the classroom there are several methods and techniques to be used to learn English Language like classroom discussion, questions and answers. The problem comes once students join secondary education they are not able to speak Kiswahili properly, so before teaching them English Language you need to teach them Kiswahili first. (Researcher translation)
Though the notion above swear that there is several ways of controlling CS in the classroom like discussion, question and others. There is experienced a problem of students reporting forms ones being not able to speak and read properly official language including Kiswahili. Again another respondent from the same school added by saying that;-
Kwa kawaida wanafunzi husoma vitabu mbalimbali kamavile “Hawa the bus driver”. Mara baada ya kusoma kitabu tunapewa maswali na kuyajibu kwa Kingereza kulingana na simulizi husika. Kwahiyo wanafunzi huhamasika na kuvutiwa kuongea zaidi kiingereza.(Student, school X)
Normally students read many story books like. ‖Hawa the bus driver‖. After reading the whole story they are given questions to be answered in English. Through those students interested and encouraged to use English language. (Researcher translation)
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In relation to the above response it seems that reading many English story books might enrich students with a number of vocabularies that expand and improve English language practice rather than focusing in code switching. Another English teacher from school Z explained that:
Kuwekwe utaratibu maalumu shuleni mathalani mwanafunzi anapoanza kidato cha kwanza akutane na kiingereza kama lugha kuu ya mawasiliano na siyo vinginevyo. Pia maelezo ya kanuni na taratibu zote za shule waelekezwe kwa Kingereza.(Teacher, school Z)
In schools there should be arranged a system that once a student joins form one meets English language as medium of instruction and not otherwise. Also all kind of explanations about orders and regulations must be done in English language. (Researcher translation)
Another English teacher explained that in the classroom there is a need of applying very simple English language and verbal communication for the sense of making clarity and understanding among the students instead of switching from English to Kiswahili respectively. Such teacher from school Y suggested that:
Darasani kuna uhitaji mkubwa wa kutumia lugharahihisi na nyepesi ya Kingereza yenye ishara na vitendo. (Teacher, school Y)
For more improvement there is a need to use simple and verbal English language in classroom communication. (Researcher translation)
It means that as the way to keep using English a teacher should apply both formal and informal English languages like verbal and non verbal communication. Another English teacher from school ―Z‖ said that some of English teachers are not smart and fluent in speaking English language. They do not indicate methodological skills needed in teaching which will make students to be fit and able to use English language fluently.
Thus, the teacher from school Z stated as follows:
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Walimu hawawapi wanafunzi mazoezi ya kutosha na kufuatilia matatizo ya kila mwanafunzi. Pia uandishi wa hadithi fupifupi utawasaidia wanafunzi kumudu lugha ya Kingereza kwasababu mwalimu atapata nafasi ya kuzisoma na kuzirekebisha hadithi hizo. Hiyo hali haipo na wala haifanyiki, hivyo kufundisha Kingereza kwa Kiswahili kutaendelea (Teacher, school Z)
Some English teachers do not supply students with enough assignments and follow up. Also writing short stories in English helps students to master language as a teacher reads and marks them. So failure to do all that, switching from English to Kiswahili will not end.(Researcher translation)
Then in order to end the practice of code switching in secondary schools the respondent suggested teachers to assign learners with many tasks and making follow up of such tasks by giving feedback of the assignments. Another teacher from school Y said:
Ili kuepuka tatizo la kuchanganya Kingereza na Kiswahili darasani tunawahimiza wanafunzi wetu kuzungumza kizungu pekee muda wote wanapokuwa shuleni na mazingira mengine pia.(Teacher, school Y)
In order to avoid Code switching in the classroom we doencourage students to speak English language only all the time at school and other situations. (Researcher translation)
Then the theme has been perceived by other scholars as follows CS in teaching and learning should not be thought and taken as an indicator of teacher‗s failure to maintain only one language of instruction. Instead, CS must be accepted as a technical method applied by some secondary teachers to shape the learners. That is to say it should be allowed and accepted positively in case it is useful to certain learners in particular occasions (Schweers, 1999; Chick & McKay, 1999; Burden, 2001; Dash, 2002; Tang,
2002). The review has indicated various positive and enabling roles of CS exercised by teachers and learners in the whole process of teaching and learning for example elaborating new concepts, making the learners to rest, addressing grammar in details, speaking about classroom assignments and evaluation also introducing and
70 strengthening the interaction between the learners and teachers during and after classroom sessions. Then the findings presented from different teachers appreciated that
CS might be avoided in several ways as suggested early such as using English only as means of communication, giving more assignments to students, encouraging students to read and write story books and using simple and verbal English language in the classroom.
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CHAPTER FIVE
DISCUSSION OF THE FINDINGS OF THE STUDY
5.0 Introduction
This chapter presents the discussion of the findings from the interviews and classroom observations outlined in the previous chapter. Such findings were extracted from sixty respondents as indicated in Table (3.2) in chapter three. The purpose of the study was to explore students‘ perception of the teachers‘ use of CS in teaching English language in secondary schools in Tanzania. The current study was guided by the following research questions;
i. What are teachers‘ code switching practices in teaching English language in
secondary Schools?
ii. How does code switching practice influence students‘ mastery of English
language skills in secondary schools?
iii. What are the students‘ perceptions on code switching in teaching English
language?
iv. How can code switching be avoided?
5.1 Teachers’ CS practices in English language Classrooms
The purpose of this research question was to find out the practices of CS exercised by teachers within or outside the classroom while teaching English language. Classroom observation revealed that there was no procedure on how English and Kiswahili were interchangeably employed. Furthermore, it was extraordinary to use the phrase dual lingo to the mass in the Tanzanian context that has to attain their educational learning through a foreign language they hardly ever perceive sound outside the classroom. Due to its differential origins, as more than one language employed in the classroom 72 especially in a Tanzanian environment is regularly misunderstood. Brock-Utne and
Hopson (2005) summit the mistreatment of the expression bilingual learning; it is used in relation to the application of mother tongue as a link to education in a foreign language. Tadadjeu (1977) supports the view that two or more languages should be employed at three corresponding social levels. However, three language or two language models are restrictive; many languages ought to be the purpose and African languages are supposed to be used at all levels of education. Moreover, more than one language strategy in terms of CS will be misdirecting its dilemma as it might not lead to fitness in either Kiswahili or English. Fitness in English is recognized to be advantageous. It is thus suggested to advance the training strategies of English language by using competent
English language teachers in secondary schools (Qorro, 2004).
Therefore the study revealed that teachers do use Kiswahili language to make clarification of things presented in English language. Such behaviour of code switching is said to be used as 37 (77%) out of 48 respondents reported while 11 (23%) out of 48 respondents expressed that CS is not used at all. Teachers seemed to use code switching as the best way to simplify their students understand in more than one language rather than using one language only in the classroom. The assumption has been supported by
Qorro (2002) that insists the use of both Kiswahili language and English as the language of communication in the classroom situation. Thus, if the practice of code switching could not put in use in Tanzania secondary schools all over the way students might understand the meaning from the context of conversation in EL rather than CS.
5.2 Effects of CS on students’ mastery of Language skills
The intention of this research question was just to verify whether the process of CS among secondary students favor the mastery of English language skills. The findings 73 indicated that it does not help to master English language since even teachers themselves employ CS, as the impact of it during their time. Such situation of employing CS in the classroom and around school environment as the tendency has supported strongly by
Muhdhar (2002) on parents‘ view to English language teaching in Zanzibar. He argued that ‗It seems that English language is not spoken around the school amalgam, our children cannot speak it because teachers themselves speak Kiswahili all the time in school surrounding and out of school surroundings. More over The findings go in comparable with Sampson‘s study (2011) of two groups with two different levels of
English language ability.
Given that the learners from secondary level cluster were forbidden to use CS, the
English communication and Kiswahili communication lowers the mastery language ability skills. Nevertheless, code switching is not always an indicator of language ability rather than a classroom approach. If CS roles should be tested in the situation related to
English medium of instruction, as it will be useful for the teachers to recognize the reasons to why the students switch from one language to another, and come to a decision of whether to go on with the act of prohibiting CS, or permitting it for definite reasons.
5.3 What is the students’ perception on CS in teaching English language?
The purpose of this question was to identify constructive and unconstructive students‘ perceptions over the teachers‘ use of CS in teaching English language in secondary schools in Tanzania. The students are constructive about CS when it happens involuntarily. This practice seems natural for students since CS is an apparatus for acquiring latest information, CS supports classroom interaction , CS is a catalyst of learning two languages, CS shorten communication among teachers and students in the
English classrooms. Unconstructively, CS has been viewed that a barrier from 74 improving language ability, a failure to recall and retrieve materials in examinations, it weaken the mastery of English Language and a source of poor performance in examinations. In general, the findings of this research study somewhat support the results from the earlier investigations. Perceptions of CS as an indicator of trained ineffectiveness are the same. As a result, it may inflame students‘ about its outcome on their future occupations. Related findings were revealed by Bailey (2011), who concluded that students tend to sight the overuse of CS as influencing their odds for future jobs unconstructively, and correspond with Ma‘s study (2014) through the results linking students‘ perceptions of CS as an indicator of unethical practice among secondary students in Tanzania.
5.4 Avoidance strategies associated with CS
This research question aimed at finding out the possible measures to be considered in order to avoid code switching in secondary schools. Referring to the findings obtained from different 51 (85%) out of 60 respondents cherished that CS might be avoided through using English only as means of communication in the classrooms. The strategies suggested included; giving more assignments to students during and after the lessons, encouraging students to read and write story books also using simple and verbal
English language in the classroom. In addition, it is significant for the students who employ CS in the classroom to be prohibited during the lessons by both the teachers and the students in accordance.
On the other hand, CS can be proscribed once the teachers and the students becoming aware of its function. After instructors understanding the way it might be exercised during the lessons as a teaching approach, they should formulate attempts to manage CS
(Kang, 2012). It is likely to manage CS if it is applied proficiently. Therefore, if the 75 teachers and the students are well knowledgeable about the existence and modes of CS can be controlled. The students‘ academic attainments would be enhanced, whereas their concerns would be reduced too.
5.5 Summary of the Findings
This study required to investigate the perceptions of teachers‘ use of code switching, in teaching English language in Tanzania secondary schools. Though a sizeable body of research on teacher viewpoint and behaviour concerning classroomL1 use has diminished the efficiency of monolingual pedagogy, the potential of strategic code switching for facilitating L2 learning has only recently come under empirical scrutiny.
While past research has shown explicit expressions teaching and intentional learning to be advantageous, empirical evidence has been limited to reading comprehension studies giving little attention to the comparative value of providing lexical information in L1 or
L2. However, evidence from psycholinguistic research on bilingual lexical development suggests similar advantages for code switching. Results reverberation similar studies that code switching is superior to L2-exclusive instruction for more accurate short-term learning, but participants' proficiency, among other limitations, potentially influenced this outcome. Results also show code switching to be more efficient despite long-term retention suffering more than L2-exclusive instruction.
The current study revealed that CS manipulates students‘ breakdown in studying English subject in secondary schools in Tanzania. This is due to the fact that the behavior of employing both English language and Kiswahili language at once leads the students with difficulties in distinguish English language and its basic skills such as speaking skill, reading skill, writing skill and listening skill. The findings of study indicated that there are little efforts employed by education stakeholders like teachers to adjust grammatical 76 errors such as words pronunciation. In addition the emphasis, orders and regulation over the use of English language as a major medium of instruction that result to students talking improper English language, lack of self-confidence while speaking in public indeed they neither learn partially English language nor Kiswahili language. One more mistake during construction of English phrases, challenge is in fabricating words for the reason of grammatical rules pertaining English language disagree with that of Kiswahili language.
Also, application of CS in teaching and learning English subject outlay secondary students in their examinations which are prepared, typed, documented and responded in
English language only. The findings of the study revealed that the teachers nominate as the main source for students to employ CS. Though each secondary student is conscious of which language of instruction is to be employed in official matters and academic purpose. However teachers assume that the rationale is to lend a hand student to understand what is taking place and not remembering to help students to master basic linguistic and language skills by sparing time, resources and strategies. Furthermore the findings illustrate that there is teachers‘ little proficiency in teaching English subject, regardless the stipulation of ETP of 1995 and 2014 that recommend English as the medium of instruction in secondary schools (URT, 1995; 2014). Alteration of words in communication appears to be not easy to students as renowned as foremost cause of CS in secondary schools.
Besides, the findings exposed that there are more techniques to be employed in order to avoid code CS in learning the English subject. Such techniques are like limiting teachers themselves from engaging in the practice of CS in teaching English language, inspiring and rewarding whoever responds or participate in the classroom lesson in one way or 77 another, lofty attempts to clear errors made by students in verbal communication.
Teachers ought to make use of straightforward language while elaborating in details once students seem unable to respond in the classroom, employing learner centered technique to enhance student‘s involvement in official language and prohibiting students not to speak any language other than English language during and after the classroom lessons.
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CHAPTER SIX
CONCLUSIONS AND RECOMMENDATIONS OF THE STUDY
6.0 Introduction
Chapter six presents the conclusions and recommendations based on the current study.
The investigation of the study discovered that CS manipulates students‘ breakdown in studying English subject in secondary schools in Tanzania. In the study, the results indicated that there are no attempts employed by education stakeholders like teachers to regulate grammatical errors like proper pronunciation of words and other language skills related. Thus, students neither learn English language partially nor Kiswahili language with regard to CS in Tanzania context.
6.1. Conclusion
The foremost conclusion of the research investigation was that learners considered CS unconstructive as an obstructing the whole procedure of learning English subject beyond
English as the medium of instruction. In other words, it seems that students were worried and think about English language ability. Furthermore, the information provides evidence that CS is somewhat an irregular carry out in classrooms lessons rather than an instructional policy in secondary schools. The inference of this evaluation is call for increase understanding of CS occasions in broad and its remuneration for teaching and learning strategies. Nevertheless, in view of the fact that this study is related to conversion lessons section, every route teachings ought to be in use keen on reflection as numerous of them are paying attention on paraphrase, spoken language and written language that is English language as official language, foreign language, second language and instructional language among secondary students.
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The next conclusion of the research study is correlated to the students‘ familiarity by means of CS with the intention of supporting students‘ language abilities. For instance, the students give details regarding their feelings reflecting to their first language following the shortage of words, or they request for more explanations at what time they fight to know English language. Bearing on top of these consequences the next suggestion might be made. As a consequence, it might be helpful for the section that put forward English language as medium of instruction to test out instructional language abilities earlier than they go through proficient approaches to instruct potential experts according to education policy. One more alternative is to mark out the students‘ development in their language abilities throughout the educational time for the purpose of estimating whichever improvement and deviation in acquiring language of instruction before the intended subject matter presentation.
Finally, the research study recognized that teachers were the most important source of
CS since they are in charge to control the circumstances as addressed in the main objective. Additionally the practice to keep away from CS exposed like teachers not employing it for students to try to be alike. It was important to establish classroom inspiration, the appliance of uncomplicated language to complex questions, teachers to spare time and resources to work with students under right directives and limiting students to communicate in English language only during lesson presentation and after classroom lesson presentation might help students achieve something to understand properly and master well English language skills and avoid code switching in the whole process of teaching and learning English subject.
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6.2 Recommendations
To start with, invention and utilization of secondary school teachers who are proficient enough to teach English subject without a doubt. The administration in the course of principals and lecturers from colleges and Universities ought to fabricate knowledgeable and conversant English teachers who will empower students to achieve and master basic
English Language skills for the aim of diminishing the level of CS as consequence of deprived English language proficiency.
Next, in view of the fact that it has been examined that teaching with no CS is unavoidable particularly in the societies using more than one language, then teachers are supposed to attempt their paramount to offer corrective language classrooms to secondary students so as to facilitate them to increase and improve language skills like writing skills, reading skills, speaking skills and listening skills as the ways to defeat the habit of Code Switching among secondary and post secondary students.
6.3 Suggestions for Further Research
The extracted findings of this investigative study explain possible procedures designed for policy makers to carry out purposely to fling beam on the matter of controlling CS where individuals communicate in more than one language of their choice and bringing in English language as official medium instruction in the classroom plus other official or academic functions. Foremost, the habits teachers convey lessons all the way through
English medium better to be discussed in advance as a result teachers are conscious of the potential worries students may contain, also personal variations of the students are put into consideration and ensured special care.
Next, seeing that students are worried in relation to their English language ability, which is to be in a straight line associated with learners‘ further professions in some years to 81 come, it might be essential in understanding the students‘ language abilities during even after classroom lesson. In addition, given that CS is unavoidable habit in the context with many languages, the teachers ought to be knowledgeable of the remuneration of CS like a teaching strategy to teach English subject. Meanwhile, the teachers might employ the students‘ first language intentionally and the students should be not worried regarding their official language ability. Therefore, this research study offered secondary students‘ perceptions of their teachers‘ use of code switching in teaching English language in secondary school level. Besides, it involved ahead and exposed the matters that need concentration as of education stakeholders like teachers and policy makers as an alternative of CS seeing that it is the best teaching technique as well as presenting a theme in English as official medium of instruction in Tanzania secondary education. The consequences of investigation along with future study could hut beam toward achievement of English language as the only medium of instruction among secondary students at the same time as a transformation project in the environment of Tanzania.
The researcher expected that this study reasonably donated to the extent of writing the issue of students‘ perceptions of their teachers‘ use of code switching in teaching
English language in secondary schools. The finding of the study facilitated researcher to capture a sight toward the research dilemma that concerned an unimportant divergence among the achievement of language of instruction transformation project and classroom performance like CS. The results confirmed that it is exercised involuntarily and leads to unconstructive perceptions of CS seeing that it is a barrier for regular learning surrounded by the convention of English as only means of communication. Hence, if instructional remuneration of code switching said to be made clear to teachers, it might pressurize advance achievement of the restructuring scheme for betterment outcomes in 82 the future generation that will be fit and acceptable by the society and pertaining education policy.
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What do you think about code switching and implication in secondary education? 4. Does the use of CS enable students to master English language? Explain how and why. 5. Should CS be avoided in secondary schools? Suggest the measures to avoid CS 99 Appendix III: Classroom observations guide 1. Language(s) used in teaching English language. 2. Reasons for CS in teaching English language in the classroom. 3. Teachers‘ participation in CS when teaching English Language. 4. Students‘ participation in CS when learning English languages. 5. Students perception of the use of CS in teaching English language. 6. Teacher perception of the use of CS in teaching English language. 7. Effects of using both languages to students towards learning English language. 8. Ways can be used to avoid CS in teaching English language. 100 Appendix IV: Schedule of Activities AUG SEP OCT NOV DEC JAN FEB MAR APRIL ACTIVITY 2018 2018 2018 2018 2019 2019 2019 2019 2019 Proposal writing Proposal assessment Experimentation and data collection Data compilation and analysis Report writing and submission 101 Appendix V: Source of Fund and Budget This study will involve various activities through which, their conduction will cost Tsh. 1,463,500/= only. The source of fund will be from my own source of income. The budgeting of this amount of money is broken down as indicated below: S/N ITEM AMOUNT AMOUNT 1. Preparation of proposal: Ream paper 2@12,000X2 24,000/= Printing pgs 35x100= 3,500/= 35@100X25 3,500/= Binding 4copies 1500 4@1500X4 6,000/= Sub total cost 33,500/= 2. Transport 100,000/= 3. Meal allowance 5months @100,000/=X5 500,000/= Accommodation Per year =490,000X2 490,000/= 4. Contingency money 150,000= Sub total cost 1,240,000/= 5. Preparation research report: Printing pgs150@100=15,000x4 60,000/= pgs170@100=17,000x4 pgs150@50/=7500x4 30,000/= Duplicating pgs copies 4@25000x4 100,000/= 170@50/=8500x4 Binding Sub total cost 190,000/= Total amount 1,463,500/= 102 Appendix VI: Acceptance letter 103 Appendix VII: Permission letter 104