Code-switching in a multilingual classroom: Perspectives and experiences of Oshiwambo, by students of the University of Namibia, Khomasdal campus

Abstract

This study’s focus is on Oshiwambo-speaking students at the Khomasdal campus of the University of Namibia. It examines the role of code-switching in enhancing communication among students in multilingual classrooms at the university, particularly during Oshiwambo language lessons. The study draws from Phillipson’s conceptualisation of linguistic imperialism which provides a critical framework for understanding the dynamics of language use, particularly in contexts where a dominant language, such as English, influences educational settings. Using a mixed-methods research design, data were collected through classroom observations, interviews with lecturers and questionnaires administered to students at the Khomasdal campus of the university. Applying a thematic approach, the analysis of data focuses on how code-switching, borrowing and English interference influence students’ Oshiwambo language proficiency and their perceptions of these practices. The findings indicate that students frequently switch to English to enhance their understanding of lessons and facilitate clearer communication with lecturers. While code-switching from Oshiwambo to English can foster enhanced comprehension, it may simultaneously challenge students’ Oshiwambo grammatical accuracy, hinder deeper vocabulary acquisition and adversely affect academic assessment outcomes. Recommendations for teaching strategies that effectively incorporate code-switching are proposed to improve learning outcomes in diverse linguistic contexts such as the one under study.