Socialising multilingualism: Determinants of codeswitching in Kenyan primary classrooms

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dc.contributor.authorBunyi, G.
dc.contributor.authorMerritt, M.
dc.contributor.authorCleghorn, A.
dc.contributor.authorAbagi, J. O.
dc.date.accessioned2014-06-25T09:01:42Z
dc.date.available2014-06-25T09:01:42Z
dc.date.issued1992
dc.descriptionDOI:10.1080/01434632.1992.9994486en_US
dc.description.abstractIndividual multilingualism in a multilingual society is often associated with a mass education system. The Kenyan situation illustrates the intertwined complexity of the pedagogical and socialising aspects of language contact in such a system. Using ethnographic observation of classroom interaction in three primary schools, determinants of teachers' language choice and codeswitching among English, Swahili, and mother‐tongue are explored: official school policy, cognitive concerns, classroom management concerns, values and attitudes about societal multilingualism. Analogously to monolingual modality switching, codeswitching between languages often provides a resource to focus or regain students' attention, or, to clarify, enhance, or reinforce lesson material. Instructional demands and inconsistent patterns of use, however, may also lead to linguistic insecurity and the mislabelling of content or conceptual problems as language competency problems. Understanding the complex role of language, and how teachers informally provide models for behavior and attitudes in the context of formal instruction is important for educational policy.en_US
dc.identifier.citationJournal of Multilingual and Multicultural Development Volume 13, Issue 1-2, 1992 pages 103-121en_US
dc.identifier.issn0143-4632
dc.identifier.other1747-7557
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/10120
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.titleSocialising multilingualism: Determinants of codeswitching in Kenyan primary classroomsen_US
dc.typeArticleen_US
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