A phenomenon of language contact between different speech communities is that of code switching which is a result of language contact between speakers of diverse language(s) and/or dialect(s). The aim of this thesis is to quantitatively and qualitatively detail the grammatical outcomes of intra-sentential code switching in natural parsing by bilingual speakers of Moroccan Arabic and English in the UK and to assess the way in which the Matrix Language Frame Model (MLF) (Myers-Scotton 1993b, 2002) is a suitable linguistic model for bilingual discourse. Such natural switching is highly regularized and syntactic features are maintained through normal grammatical constraints as will be detailed. A description of grammatical approaches to code switching is outlined with focus on one particular model, the Matrix Language Frame the concept of which was first pioneered by Joshi (1985) and elaborated upon in further detail by Myers-Scotton (1993b, 2002). I also draw upon the Minimalist model MacSwan (1999) for further analysis of inter-language parameters and language universals with regard to constraints on code switching as well as comparisons made with the Monolingual Structure Approach (Boumans, 1998). It is not the aim of this thesis to advocate a one-size-fits-all approach to constraints on code switching as this has proved to be the Achilles heel of all theoretical approaches to code switching over the last few decades (Pfaff 1979, Poplack 1980, Di Sciullo, Muysken & Singh 1986, Bentahila & Davies 1983) but to validate and corroborate the viability of the Matrix Language Frame Model. Natural data of Moroccan Arabic and English code switched discourse collated for this thesis provide further empirical support required to test the validity of the Matrix Language Frame model well as providing a quantitative database for further research. I advocate my own set of eleven generalizations pertaining to intra-sentential code switching and highlight a new emerging speech style amongst second and third generation speakers I have termed Reactive Syntax where it becomes evident that innovative speech styles and syntactic strings of utterances highlight creativity amongst these generational groups. This thesis concludes with an evaluation of the data collated together with an examination of the suitability of the Matrix Language Frame Model and suggestions for further research.

This thesis reports on the relationship between an English-only language-ineducation policy and bilingual practices in secondary schools in Zanzibar. The focus is on language use in the classroom against the backdrop of a top-down and English-only language-in-education policy. The main purpose has been to gain an in-depth understanding of the relationship between the stipulations of the policy which was imposed from above and the judicious bilingual practices which are a commonly accepted as the norm in secondary schools in Zanzibar. The study employed a mixed method approach (QUAL+quant) and embraced elements of ethnography. The data for this study was gathered from two secondary schools which were purposively selected on the basis of parameters that were set in this study. Among other things, these include the secondary schools which have both ‘Ordinary level’ and ‘Advance level’, and the schools which teach the same subject using Kiswahili as the language of learning and teaching at one level, and English as the language of learning and teaching at another level. Data were obtained from multiple sources. On the one hand, through ethnography, classroom observations, semi-structured interviews and focus group discussions with teachers and students, and interviews with key actors were conducted. On the other hand, students’ test scripts, and students’ test and examination results (scores) were analysed. Both purposive and random sampling were used to get the participants. Drawing from Ruiz’s (1984) seminal tripartite orientations of language planning (language as right, language as problem, and language as resource) thematic analysis, content analysis, and the Statistical Package for the Social Sciences (SPSS) were used to analyse data. The findings reveal that the use of bilingual (English and Kiswahili) in English medium subjects is a resource rather than a deficit since an overwhelming majority of students and some teachers cannot function positively in the topdown English-only language-in-education policy. Most significantly, teachers use Kiswahili in English medium subjects as a strategy for teaching terminologies, abstract concepts, and unfamiliar topics, as well as for clarification of ideas and for comprehension check. The study further indicates that the examinations and tests of English medium subjects do not assess what is exactly intended to be assessed (subject matter), but instead they assess English language. In addition, empirical evidence shows that language is a factor for students’ achievements in that students performed considerably better when the subjects were assessed in Kiswahili compared to the same subjects assessed in English. The findings further reveal that Kiswahili is suitable to be used as a sole language of learning and teaching in secondary schools of Zanzibar. Based on these findings, the study recommends that the use of Kiswahili in English medium subjects should be officially recognised and students should be given options of the language of assessment as an urgent step. Furthermore, given the urgency of the need for improving students’ performance, it is now high time to introduce Kiswahili medium of instruction secondary schools in Zanzibar which should co-exist with English medium of instruction secondary schools.

Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education at the Cape Peninsula University of Technology 2014 / This study investigates the effects of code switching in the learning of mathematics word problems in Grade 10. The research used Cummins’ language acquisition theory to inform the study. The study employed ethnographic qualitative research design whereby classroom observations and semi-structured interviews were used as data collection techniques. The use of multiple data collection techniques was to ensure validity and credibility of the study. The sample consisted of sixty learners and two mathematics teachers. The sample was drawn from a population of one thousand two hundred and thirty five learners and forty nine teachers.The study has shown that even though code switching could be beneficial in the learning and teaching of mathematics, it was difficult for learners and teachers to use it in a way that enhances the learning of mathematics word problems because of the barriers in the use of mathematical language. It is recommended that teachers should exercise care when using code switching, especially with the topics that involve word problems; as such topics are more aligned to certain mathematical language that could not be translated to IsiXhosa.

M.A. (African Languages) / Please refer to full text to view abstract

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The Namibian government’s language policy for schools has opted for English as the official language of education. But the use of English in Namibian schools has nevertheless presented certain challenges. Although the Ministry of Education has chosen English as the language of instruction from upper primary (Grade 4) up to the tertiary level, it has been found that English proficiency is poor among both learners and teachers. It is against this backdrop that this study sought to investigate how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi Region of Namibia. The study explored Natural Science teachers’ perceptions and experiences of code-switching, how they and their learners make sense of concepts in science classes when code-switching is applied, and lastly, how code-switching from English to Silozi enables or constrains learning in Natural Science classes. The main question is: How do Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi? A qualitative case study underpinned by an interpretive paradigm was carried out at Zebra School (pseudonym) in the Zambezi Region of Namibia with two participant teachers. My unit of analysis was mediation of learning through code-switching, and data were obtained from lesson observations, questionnaires, interviews and document analysis. A variety of data gathering technique was employed for triangulation purposes to enhance the validity and trustworthiness of the data. During the data analysis process, data were grouped into common themes and subsequently organized into analytical statements in relation to the research questions. It was found that code-switching was widely employed in Grade 7 Natural Science classes in the Zambezi Region. It was also found that teachers code-switch to help learners understand the subject content, to explain concepts, to emphasize points and to include learners’ participation in the subject. The findings also revealed that some few teachers were against code-switching because examinations are written in English and the language policy does not recommend code-switching. Notwithstanding this, since the majority of teachers do code-switch to support their learners’ understanding in science classes, I recommend that education curriculum planners should include code-switching in the curriculum guidelines, and that the practice should be officially acknowledged as a legitimate strategy for teachers.

The present study analyzed the language in the script of the bilingual play Mi Vida Gitana `My Gypsy Life' (Malán, 2006) in order to better understand issues relating to codeswitching (CS). The analysis was done from a structural and a functional perspective and utilized various models developed by renowned CS scholars. For the structural analysis, I utilized concepts and ideas put forth in the three-tiered typology created by Muysken (2000) and the Matrix Language Frame model developed by Myers-Scotton (1993). The results of this portion of the study showed that some form of CS, whether occurring between turns or within turns, was observed in 78% of all turns. With regard to CS types and elements most commonly observed in the data, the alternation of clauses and the insertion and alternation of nouns and noun phrases were the predominant phenomena occurring in the script. I used Myers-Scotton's (1993) Markedness Model and Gumperz's (1982) functions of conversational CS to guide the functional analysis conducted during this study. The results arising from this portion of the analysis showed that CS served an important function in terms of character development. Marked and unmarked CS helped create different characters and likely assisted audiences in understanding those characters. The data analyzed also showed that CS served a purpose with regard to the communication of the message to diverse audiences. The use of reiterations and conjunctions were determined to be important CS strategies that contributed to making the story accessible to bilingual as well as monolingual audiences. The results of this study are in line with previous research that has documented the types of structures found in English-Spanish CS and some of the functions served by this phenomenon. The implications of the study provide additional support for the recognition of CS as a possible factor in the language acquisition process and suggest that language educators acknowledge its occurrence and utilize it to further develop learners' language skills.

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