Abstract:
Language of instruction stands as a crucial element in fostering learners’ comprehension
of any subject matter. Prior studies indicate that learners’ limited proficiency in the English
language is among the factors influencing their performance in Geography. 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. Drawing on
Hoffmann’s theory of code switching, the study employed explanatory sequential mixed
method research design, which involved classroom observations, focus-group interviews
as well as in-depth interviews with grade 10 learners and teachers respectively. Findings
indicate that code switching in geography education improves learners’ comprehension
by improving their proficiency in subject-specific terminology. However, an over-reliance
on code switching must be avoided as learners can lose their ability to employ geography
vocabulary. This study suggests that the Lesotho Education Language Policy could be
revised to include the selective use of mother tongues in teaching and learning.
