{'fraction_non_alphanumeric': 0.029863481228668942, 'fraction_numerical': 0.0017064846416382253, 'mean_word_length': 5.34054054054054, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Codeswitching in the Multilingual English First Language Classroom

This paper focuses on the role of codeswitching (CS) by isiZulu (Zulu) native language (NL) junior secondary learners in English first language (EL1) multilingual classrooms in South Africa. In spite of the educational transformation in South Africa, and the recognition of CS (by education policy documents) as a means of fulfilling pedagogical objectives, the use of CS in the classroom, more particularly in the EL1 classroom, is mostly prohibited. Nevertheless, the research, from which this paper is drawn, reveals that learners resort to English-NL CS when interacting among themselves, both in and outside the classroom. Using a qualitative study, I explore the language(s) of learners during group-work in the language, literacy and communication: English (LLCE) classroom, and show how their use of CS contributes to the achievement of the specific outcomes of this learning area within the outcomes-based education curriculum. I argue that even though CS is mostly prohibited in the classroom, its strategic use by learners serves as a means of fulfilling both social and pedagogical functions.