Abstract

This study investigates how code-switching can be used as a pedagogical tool to enhance comprehension and classroom engagement among Grade 4 learners studying English as a First Additional Language (EFAL) in the Vhembe Cluster of Limpopo Province, South Africa. Many of these learners speak Tshivenda at home and experience difficulties when English becomes the medium of instruction from Grade 4. The lack of understanding and reduced participation in class often negatively affect their academic performance. The main aim of the study was to explore how Grade 4 EFAL teachers use code-switching in the classroom and to assess its impact on learners’ understanding and participation. The research followed an interpretivist paradigm to explore the meanings and experiences of both teachers and learners. A qualitative case study design was used to allow in-depth investigation within real classroom contexts. The research employed qualitative methods. Data were collected through semistructured interviews, classroom observations, and document analysis. The population included Grade 4 EFAL teachers and learners in the Vhembe Cluster. Using purposive sampling, six teachers from three rural schools were selected, along with 120 learners who were observed during EFAL lessons. Thematic analysis was used to identify key themes related to the role of code-switching in supporting learning. The study was delimited to three schools in the Vhembe Cluster and focused on code-switching between English and Tshivenda in EFAL classrooms. Trustworthiness was ensured through triangulation of data, detailed contextual descriptions, a clear audit trail, and researcher reflexivity. Ethical clearance was obtained, and participants’ confidentiality, consent, and right to withdraw were fully respected. The article found that code-switching helped learners better understand complex academic content by linking new knowledge to their home language. Code-switching also boost learner confidence and class participation by reducing language anxiety. However, the study also found that the use of code-switching is limited by a lack of teacher training, policy clarity, and bilingual materials. The study recommended that teacher training programmes incorporate code-switching pedagogy to equip teachers with the skills to use it effectively. Clear policy guidelines and bilingual teaching resources should be developed to support its implementation in rural multilingual classrooms. The study affirms that code-switching is a valid and effective teaching strategy that enhances learning in EFAL classrooms. Recognizing and supporting it through policy and training could help improve the academic success of multilingual learners in rural settings.

Keywords: Batwa communities, Education access, Indigenous peoples, Critical pedagogy, Social alienation