Exploring the Perceptions of Tshivenda-Speaking Foundation Phase Teachers on the Effectiveness of Code-Switching in Second Additional Language Instruction

Teaching Second Additional Languages (SAL) in multilingual classrooms, especially in the Foundation Phase, presents challenges for both learners and teachers.In Tshivenda-speaking classrooms, learners often struggle to learn a second language, and many teachers use codeswitching to help bridge these language gaps.The gap in knowledge limits a full understanding of how code-switching affects language acquisition, teaching practices, and learner outcomes in multilingual classrooms.This article explores the perceptions of Tshivenda-speaking Foundation Phase teachers on using code-switching in SAL instruction.The article is based on Vygotsky's Sociocultural Theory of Learning, which emphasizes social interaction and language in cognitive development.In this framework, code-switching is seen as a useful tool to help learners connect new language concepts with their existing knowledge of Tshivenda.A qualitative research approach using a phenomenological design was adopted to understand teachers' experiences.Data was collected through semi-structured interviews with 10 Tshivenda-speaking Foundation Phase teachers from public primary schools in Limpopo Province.Thematic analysis of the interview data revealed two main findings: first, teachers see code-switching as an effective way to explain complex language concepts and improve learner understanding, especially in early language learning.Second, teachers believe that code-switching helps create a more inclusive classroom environment where learners feel more confident and less intimidated by the second language.The study's findings underline the value of using code-switching in teaching and suggest the need for more research into its long-term effects on language skills and academic performance.The article recommends that teacher training programs focus on strategies for using code-switching to support multilingual learners, particularly in the Foundation Phase.It also suggests further research to explore how code-switching affects learners' academic outcomes.This research offers important insights into using code-switching in multilingual classrooms and provides recommendations for improving SAL instruction.