Abstract:
The purpose of this study is to investigate the use of code-switching as a pedagogical
strategy by tutors and students of Dambai College of Education, Dambai. The study
looks at the reasons behind the code-switching in the English Language classroom,
when code-switching occurs in the English Language classroom and the functions of
code-switching in the English Language classroom in Dambai College of Education.
The study mainly employed qualitative approach in data collection, analysis and
presentation. The analysis was done based on the conceptual framework of Gumperz
and Levinson (1996) as well as responses to the research questions. The data for the
study was audio-recordings that were transcribed into text and was used for the
analysis. The analysis was based on the research questions set in chapter one. Six
English language tutors were observed. An interview was conducted for six (6)
English tutors and forty (40) students to crosscheck the information in the audiorecordings.
The results of the study showed that tutors and students do code-switch in
the English Language class for various reasons. Analysis also showed that, codeswitching
by tutors are done to serve pedagogical purpose and to achieve their
instructional objective. The study revealed that, code-switching is not a barrier to
second language learning, but rather an effective tool for teaching and learning the
second language.
Description:
A thesis in the Department of Applied Linguistics, Faculty of Foreign Languages
Education and Communication, submitted to the School of Graduate Studies, in
partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Teaching English as a Second Language – TESL)
in the University of Education, Winneba
