The Impact of Code Switching and Code Mixing on Learning of English Language in Lower Secondary School level: A Case Study of Selected Schools in Rubavu District, Rwanda

Alphonse Nteziyaremye; Alphonse Ndizeye; Alphonsine Nzabakirana; Raphaël Benimana; Patience Mugisha

doi:10.51867/ajernet.5.3.50

Authors

Alphonse Nteziyaremye
ntezalphonse1981@gmail.com
Rwanda Polytechnic/Karongi College, Rwanda https://orcid.org/0009-0008-3081-7982
Alphonse Ndizeye Rwanda Coding Academy, Rwanda
Alphonsine Nzabakirana University of Technology and Arts of Byumba, Rwanda
Raphaël Benimana University of Technology and Arts of Byumba, Rwanda
Patience Mugisha University of Technology and Arts of Byumba, Rwanda

Keywords:

Code Mixing, Code Switching, English Language, Learning, Lower Secondary Level

Abstract

English is the most widely spoken language in the world, making it essential for effective global communication. This is why individuals who aspire to thrive in today's global society must possess proficiency in English. This study focuses on how the use of code switching (CS) and code mixing (CM) affect the learning of the English language in G. S. Bisizi and G. S. Gikombe of Rubavu District in Rwanda. The study was conducted with the aim to: (1) identify reasons for code switching and code mixing in lower secondary schools; (2) assess the impact of CS and CM on students’ performance in learning English; and (3) establish strategies to adopt in order to avoid CS and CM in English language classrooms. It was conducted based on the matrix language frame and sequential theories. A descriptive research design was used. The researchers employed a mixed method for data collection, analysis, and presentation. Its total population is comprised of 726 individuals, including 716 students, 6 teachers, and 4 school leaders from both schools. The sample size is 85 respondents (75 students, 6 teachers, and 4 school leaders) got by use of simple random sampling (students) and purposive sampling techniques (teachers and school leaders). During the collection of primary data, questionnaires, interview guides, and observation checklists were used as convenient tools, while documentation was used in collecting secondary data. The findings indicated that the lack of vocabulary, emphasizing a particular topic while teaching and learning English, and the intention to clarify the speech content are the major reasons for using CS and CM. They also reveal that CS and CM contribute to students’ failure in learning English, as both create a lack of their confidence in speaking, limit students’ practice in speaking English, retard their ability to master English, and lead to a low understanding and mastery of English. In addition, the study revealed that teachers are the main source for CS and CM in their classes. Finally, this research recommends that school leaders and English language teachers should reinstate a policy of speaking English in the school premises and make an effective follow-up to ensure students do not violate it. Teachers should also act as role models in their language classes by avoiding CS and CM, whereas the decision makers in education should initiate a short-term professional program and special ways to avoid CS among teachers to help students effectively learn English language.

Dimensions

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