International Journal of Applied Research
Vol. 4, Issue 10, Part A (2018)
Code switching and code mixing: A teaching and learning strategy in St. Teresa’s college of education, Hohoe
The purpose of this study is to investigate the use of code switching and mixing as a linguistic resource in St. Teresa’s College of Education, Hohoe. The study looked at the academic and non-academic discussions of students and tutors to unveil the type of code switching (CS) and code mixing (CM) found in the college, the reason(s) for CS and CM and the extent to which CS and CM are a discourse strategy that is used to negotiate their activities. Ethnographic research design was employed for the study. The data for the study was audio recordings that were transcribed and used for the analysis. Questionnaires and interviews were also administered to students and tutors to cross-check the information in the audio recordings. The analysis was based on Hoffman’s (1991)  and Saville-Troike’s (1986)  theories on CS and CM. The study found out that the dominant code type was intra-sentential and members of the college, among other reasons, switched and mixed code for convenience, real lexical need and for repetition. It was found that students and tutors code switched and code mixed in their group discussions and teaching respectively. The significant aspect of this study was to enable readers and policy makers to recognize that CS and CM occur at all levels of education and must be given the appropriate attention.
How to cite this article:
Godwin Temadonku. Code switching and code mixing: A teaching and learning strategy in St. Teresa’s college of education, Hohoe. International Journal of Applied Research. 2018; 4(10): 03-13.