Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The decision by teachers to use a specific language for teaching in a bilingual context is influenced by a number of factors. These may include learners’ linguistic background, parental preferences on the use of language for teaching and learning, policy stipulations on language use, as well as learners’ cognitive level and their ability to comprehend lessons given in a specific language. Although policy stipulations and parental preference may emphasise the use of one particular language for teaching and learning, research shows that the classroom context and the dilemma teachers face in terms of language comprehension often play a role in the use of more than one language. Teachers often switch codes in a bilingual classroom for different reasons: clarifying subject matter, concept elaboration, encouraging leaners to participate, supporting exploratory talk, ensuring comprehension as well as switching codes as a classroom management strategy. This thesis investigates the frequency and the function of teachers’ code switching (CS) in a bilingual classroom context. The study was conducted in Limpopo Province, South Africa, in the Vhembe District Municipality. Two bilingual primary schools under Sibasa Circuit were chosen for study. A series of lessons were observed in the two schools and teachers’ interactions with learners in the classroom were recorded and then analysed qualitatively, guided by Myers- Scotton’s (1993) Markedness Model which is used to provide an account for different types of CS. This model is used to account for the motivations for every code choice in any discourse. The results of the study show that CS is a common feature in the two schools. The policy stipulations and parents’ preference do not limit teachers’ use of CS in such bilingual primary school classrooms. / AFRIKAANSE OPSOMMING: ’n Onderwyser se besluit om ’n spesifieke taal vir onderrig in ’n tweetalige konteks te gebruik word deur ’n reeks faktore beïnvloed. Dit sluit die leerders se taalagtergrond, ouers se taalvoorkeur vir onderrig en leer, amptelike skoolbeleid in verband met taalgebruik, sowel as die leerders se kognitiewe vlak en hul vermoë om klasse te verstaan wat in ’n spesifieke taal aangebied word, in. Hoewel skoolbeleid en ouers se taalvoorkeur die gebruik van een spesifieke taal vir onderrig en leer beklemtoon, toon navorsing dat die konteks van die klaskamer en die dilemma wat onderwysers in die gesig staar in terme van taalbegrip, ’n rol speel in die gebruik van meer as een taal. Onderwysers gebruik dikwels twee tale in ’n tweetalige klaskamer, om verskeie redes: verduideliking van lesmateriaal, uitbreiding van konsepte, aanmoediging van die leerders om deel te neem, ondersteuning van ondersoekende gesprekke, versekering van begrip sowel as kodewisseling as ’n strategie vir die bestuur van die klaskamer. Hierdie tesis ondersoek die frekwensie en die funksie van onderwysers se kodewisseling in die konteks van ’n tweetalige klaskamer. Die studie is in die Vhembe Distriksmunisipaliteit van die Limpopo Provinsie, Suid- Afrika, uitgevoer. Twee tweetalige laerskole wat deel uitmaak van die Sibasa-streek is gekies vir die studie. ’n Reeks klasse is waargeneem in die twee skole en die onderwysers se interaksies met die leerders in die klaskamer is opgeneem en daarna kwalitatief ontleed , gegrond op Myers- Scotton (1993) se Gemarkeerdheidsmodel (“Markedness Model”) wat gebruik word om ’n verklaring te gee vir die verskillende tipes kodewisseling. Hierdie model is gebruik om ’n verantwoording te bied van die redes vir elke kodekeuse in enige diskoers. Die resultate van die studie toon dat kodewisseling ’n algemene verskynsel in die twee skole is. Die skoolbeleid en ouers se taalvoorkeur beperk nie die onderwysers se gebruik van kodewisseling in sulke tweetalige laerskoolklaskamers nie. Onderwysers gebruik om verskeie redes kodewisseling, insluitend uitbreiding, verduideliking, beklemtoning, en teregwysing as ’n dissiplinêre strategie.

This research is a case study which sought to investigate the educational implication of code switching in a multilingual school in Matatiele. Since the dawn of democracy in South Africa, the language policy has sought to promote multilingualism and also honours the cultural diversity existing in this country. It is against this background that the study was conducted. The present study also sought to investigate the occurrences and nature of code switching in the classroom context. In South Africa, the Language in Education Policy prescribes that English as Language of Learning and Teaching be practiced from Grade 4 upwards, alongside home languages. At school, it seems that teachers are not empowered regarding the approach towards code switching. The study investigates whether the use of code switching in a classroom context is in line with the Language in Education Policy. It also looks at the implications of trilingual instruction (which is the use of three languages) in content subjects in the classroom. Functions of code switching were examined as well. This empirical research study used qualitative research methods. Qualitative research provided the study with insight into code switching in the educational context. This study encompassed specific techniques for collecting data, mainly observations. Notes were also of some assistance and were jotted down while observation was underway to supplement what could not be captured by the video, such as emotion and feelings. The study concluded that code switching plays a significant role in an English as Second Language (ESL) classroom context. / Linguistics and Modern Languages / M. A. (Linguistics)