Abstract:
A solid grasp of the language employed as the medium of instruction in teaching and learning is
imperative for learners. It stands as a crucial element in fostering learners' comprehension of the
subject matter, occupying a central position. Prior studies have revealed that learners' limited
command or proficiency in this language constitutes one of the factors influencing their
performance in Geography. In this context, the present study delved into the impact of code
switching in the domain of Lesotho's Geography education, drawing insights from both learners'
and teachers' viewpoints.
The primary objective of this study was to bridge the existing knowledge gap in Geography
education by examining the repercussions of code switching in the context of Lesotho, where
research in this domain is noticeably scarce. The theoretical underpinning of this research draws
from Gibson's Theory of Perception, Hoffman's Theory of Code Switching, and the Cultural
Historical Activity Theory (CHAT). Employing a pragmatic constructivist approach, this study
employed a mixed-method research methodology through an explanatory sequential design.
The findings of this investigation indicate that code switching within Geography education
contributes to enhancing learners' comprehension of Geographical content by bolstering their
proficiency in utilising subject-specific terminology. Additionally, it exerts a positive influence on
their academic performance. However, a potential downside is observed as heavy reliance on code
switching might lead to a diminished grasp of specialised Geographical terminology, potentially
resulting in challenges while responding to examination questions. Consequently, while the
strategic use of code switching between English and Sesotho holds pedagogical significance in the
instructional process of Geography, an over-reliance should be avoided.
This study suggests that the Lesotho Education Language Policy (LELP) could benefit from
revision to elucidate the role of the mother tongue in the pedagogical context. Further,
consideration could be given to modifying the policy such that English is introduced as the medium
of instruction from grade 1, departing from the current practice of initiating this transition from
grade 4.
As a prospect for future research, an in-depth exploration into private schools could offer a more
comprehensive and refined understanding of the impact of code switching on Lesotho's Geography
education
