Abstract:
The purpose of this study was to examine the effects of code switching on English
language teaching and learning in secondary schools in Kenya; a case of Bureti
district, Rift Valley province. The study was carried out to determine how code
switching takes place in a language classroom, the dominant language in the codes
switched and the extent to which it influences learning English as second language.
The study was carried out based on the background knowledge that in Kenya English
and Kiswahili are used in everyday interactions. Such a bilingual or multilingual
situation presents problems to students both inside and outside the classroom and as a
result, bilingual code switching becomes the norm. The theoretical/conceptual
framework for the study was based on a combination of the following: sociological
framework, interactional language theory and the theory of language learning.
The study adopted a survey method. Only a target specific category of schools were
sampled using stratified purposive sampling and random selection of form three
students presumed to be stable bilinguals carried out. A total number of 675 students
took part in the study. This was sampled out of a total population of 2160 in the
sixteen provincial schools. All the targeted classes’ teachers were surveyed. The
researcher collected the data using a combination of the following instruments:
observation and tape recording and teacher questionnaire. The instruments were
developed and piloted before being used. The data collected was analyzed
qualitatively and quantitatively in absolute numbers and percentages. The study
revealed that code switching affects English language teaching and learning with
Kiswahili and Sheng as the most used languages in classroom discourse.
Recommendations and suggestions for further research were then given.
