Code-Switching as a Multilingual Communication Strategy in Group Discussions among Female Foundation Science Students at the Open University of Tanzania

Abstract

This study investigated code-switching as a multilingual communication strategy among newly enrolled university students in Tanzania, focusing on common patterns, communicative functions, and perceived limitations. Guided by Communication Accommodation Theory (CAT) and the Markedness Model, the study employed a qualitative descriptive design within an interpretive paradigm. Twenty-two students at the Singida Regional Centre of the Open University of Tanzania were purposively selected, and data were collected through non-participant observations and focus group discussions and were analysed thematically. Findings revealed that inter-sentential and intra-sentential code-switching between English and Swahili predominated. Students used code-switching to clarify concepts, facilitate cognitive processing, promote social inclusion, express identity, maintain scientific accuracy, and bridge language-proficiency gaps. From a CAT perspective, these practices reflected convergence to enhance mutual understanding, while the Markedness Model demonstrated the social and academic meanings embedded in language choices. Students nonetheless perceived excessive reliance on code-switching as a potential constraint on English proficiency development. The study concludes that code-switching functions as both a communicative and pedagogical resource, with its effectiveness contingent on purposeful use alongside deliberate opportunities for English development. It recommends that Universities provide institutional guidance for bilingual practice, including lecturer-directed switching strategies, support for bilingual scientific terminology, and structured approaches that bridge Swahili-mediated discussion with English academic communication.