Code-switching in education: Exploring the role of indigenous languages in bilingual classrooms

This study explores the phenomenon of code-switching involving indigenous languages in bilingual classrooms, aiming to fill a research gap regarding the prevalence, functions, and socio-linguistic dynamics of code-switching within the Nigerian educational context. Through a mixed-methods approach encompassing participant observation, interviews, and surveys, the study investigates the frequency, contexts, and attitudes towards code-switching among students and teachers in four public primary schools in Oyo State, Nigeria. Findings reveal that code-switching serves various communicative functions, including clarification, cultural expression, and identity negotiation, emphasising its integral role in supporting bilingual education and promoting linguistic diversity. Additionally, the study emphasises the importance of recognizing and valuing indigenous languages as carriers of cultural heritage and identity, challenging monolingual norms, and promoting educational equity and social inclusion. The study contributes to theoretical understanding of code-switching phenomena and provides practical insights for educators and policymakers seeking to promote linguistic diversity, cultural inclusivity, and educational equity.