Perceptions of Education Stakeholders on Use of Code-Switching in English Foreign Language Classrooms in Primary Schools in Tanzania

Abstract

Code switching is used as a strategy for teaching of English foreign language in Tanzania public primary school contexts. It is however not officially recognised as one of the strategies for teaching and learning the English subject. Little attention has been given to the use of code switching for teaching and learning English as a foreign language in relation to how it minimises the opportunity to use the target language. The paper is informed by various perspectives on use of code switching in the language teaching and learning classroom. In particular, the paper is pegged on the view that in the foreign language classroom exposure and use of the target language is prime and should be maximised. This paper presents findings from a study that investigated the use of code switching in English language teaching and learning process where a qualitative approach was used. The findings of the study showed code switching negatively affects language proficiency of learners, as it lowers students’ ability to master English language, hinders language learning and it contributes to challenges students face during exams. Code switching impedes English language learning and should be avoided so as to develop a tendency for practicing speaking English language during English sessions. It is recommended to persistently teach English through English in the foreign language context to maximise use and the linguistic space for effective learning of the language.