Code switching and collusion: Classroom interaction in Botswana primary schools

Abstract

The hierarchical values attached to languages in Botswana are reflected in educational policy: English occupies a prestigious position as the language of education beyond Standard 4, whereas Setswana and other indigenous languages are marginalized. Code switching by Standard 6 teachers is meant to encourage participation by pupils. However, pupils may not switch from English (the “on-stage” language). They are merely actors in the joint “staging” of ritualised question-and answer performances—as directors and co-actors teachers have access to Setswana (the “backstage” language). Some accounts claim that traditional cultural patterns of interaction underlie these institutionalised recitation routines. I argue instead that it derives from conventions imposed during colonial rule, including the requirement to use a foreign language in the classroom. Code switching in my data offers insights into the collusion of teachers and pupils in mutual face-saving over the adequacy of their classroom interaction for the achievement of teaching and learning.