Code-switching as an Instructional Strategy in a Multilingual Classroom Setting: Examining Its Effects on the instruction of the Sesotho Home Language

Code-switching remains an enduring and widespread feature of linguistic contact in many South African communities. This study investigated the pedagogical and sociolinguistic implications of code-switching in multilingual South African classrooms by focusing specifically on the teaching and learning of Sesotho Home Language. The study explored how code switching is employed by learners, teachers, and parents to facilitate comprehension, improve classroom participation, and support knowledge transfer. A desktop qualitative research design was adopted. This desktop approach involved a critical analysis of Khetoa’s (2016) MA dissertation, which provided foundational insights into linguistic practices in Sesotho classrooms. The findings reveal that code switching is a prevalent and functional strategy used to navigate complex concepts and promote the engagement of the learners. However, excessive reliance on mixed-coded speech can hinder vocabulary development and compromise learners’ ability to perform adequately in assessment contexts that require the use of standard Sesotho. The study recommends a balanced approach that embraces code-switching as a scaffold for learning while emphasizing the refinement of Sesotho linguistic competence. This research contributes to African languages scholarship by offering a nuanced understanding of code-switching as both a pedagogical tool and a sociolinguistic reality. It highlights the need for context-sensitive teaching strategies that support progressive multilingualism while safeguarding African language development.