Bridging linguistic gaps: the role of code-switching in enhancing learning outcomes in Nigerian public primary schools

Abstract

ABSTRACT The purpose of this study is to investigate the pedagogical implications of code switching as a medium of instruction in Nigerian public primary schools. This study explores the language choices made by teachers and their implications for students’ learning experiences. Quantitative and qualitative case study approaches were used for the study. Three states, Osun, Oyo and Ogun, were randomly selected from the six states in South-Western Nigeria. From each of these states, three public primary schools were selected, based on their location, size, and diversity. The study targeted classrooms that use code-switching as a medium of instruction, and a total of five classrooms were selected from the five schools. Data were collected using a questionnaire and an interview guide, and analyzed using descriptive statistics and content analysis. The findings revealed that teachers in the sampled schools utilized a variety of languages for instruction by combining English with the local languages. Factors influencing the choice of code switching included official language policies, school directives, students’ comprehension levels, and the ethnic backgrounds of the students. The study also highlighted the prevalence and benefits of code switching as a pedagogical tool. Teachers employed code switching to enhance instructional effectiveness, maintain student interest, improve understanding, promote student participation, and create an inclusive learning environment. The study provides valuable insights for educators, policymakers, and researchers, suggesting the need for tailored instructional approaches that consider students’ linguistic abilities, cultural backgrounds, and educational outcomes.