The effects of code-switching and code-mixing in bi-lingual communities: a case of Bulilima District where Kalanga and IsiNdebele co-exist as mother tongue and target languages.

Abstract

The purpose of this research is to explore the effects of code-switching and code-mixing in Bulilima district of Matabeleland, South province in Zimbabwe where Kalanga and IsiNdebele co-exist as mother tongue and second languages respectively. Basically, the objective of the study is to establish the effects of code-switching and code-mixing in the learning of the target language in either code-switching or code- mixing in bilingual areas. The study is conducted in Bulilima District of Matabeleland South. The mother tongue interference in the learning of the second language results in code-switching and code-mixing. This inquiry employed a qualitative research paradigm and focused on two purposively sampled schools comprising one primary school and one secondary school. The sample consisted of six primary teachers, two IsiNdebele secondary school teachers, one primary school Teacher-in-Charge (TIC) and one secondary school Head of Department (HOD). The interview and observation instruments are used for collection of research data. Collected data is presented and analysed through use of tables and descriptive statistics. Revealed in the study is that code-switching and code-mixing are indispensable phenomena in bilingual and multilingual communities. Precisely, both phenomena are inevitable as people happen to code-switch and code-mix when they are acquainted with two or more languages spoken in a particular area. While code-switching and code-mixing have a negative effect on the development of the dominated language, they may be considered as useful strategy in the classroom since they clarify, reiterate and influence continuity in a language discourse.