Impact of code switching in Lesotho Geography education

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