Abstract
Code-switching and translanguaging are common pedagogical phenomena in a multilingual classroom. Code-switching occurs when variation occurs between two codes (languages) between people who share those particular codes. How and the frequency of code-switching is depended on a number of social and linguistic factors. This phenomenon, in the Namibian context with English as the medium of instruction, has distinctive attributes in teaching and learning. The chapter focuses on the experiences of academics on code-switching and translanguaging in multilingual tertiary classrooms. Each phenomenon will be described based on literature that already exists, and views and their potential contributions in multilingual classrooms will be discussed, particularly from the point of view of using alternative means to convey meaning during the teaching of science and Namibian Language.
TopNamibian Context-Background
Before the arrival of Europeans in Namibia, education was conducted, which, according to Hailombe (2011), was branded ‘informal’ due to the undocumented curriculum. Traditional education, according to Auala (1989), was a collective means used by adults in a community to transmit knowledge, norms, beliefs, and skills from one generation to generation. These skills were transmitted using the indigenous languages spoken in the communities. Traditionally, imparting knowledge and skills has been part of everyday life in a community where adults took on the responsibility of teaching, correcting, and punishing any child (Ellis, 1984). Pre–independence education in Namibia was racially segregated. The education was offered demarcated based on which skin colour, race, and cultural orientation that student represents.
Key Terms in this Chapter
Multilingual: This is a state where multiple languages are used for communicative purposes among members of a community. The agents communicate using different languages while the co-exist. This is when a person constantly uses more than one language to communicate. In an educational setting multiple languages are used to communicate the meaning and creating understanding. This is more common when students are doing group discussions. This is another potential way of enhancing effective teaching and learning. It also increases the chances of epistemic access.
Code-Switching: This happens when someone shifts from one language to the other language in order to ensure other speakers of a different language get the message accurately. For example, one may code-switch from English, a medium of instruction, to any local language such as Oshindonga or Afrikaans. Code-switching is common in an educational setting and could enable effective teaching and learning. For instance, students or teacher may switch from English to any other language spoken in Namibia. Similarly, speakers of one language may code-switch, for example, from formal to informal language, depending on the context and purpose.
Teaching: Teaching is a process where systematic methods are used to transmit knowledge into someone. Teachers employ methods to enable students to learn effectively. Effective teaching enhances academic performance. This teaching should be inclusive of all learning styles to ensure that no student should be left out. It should also be social where knowledge and skills can be constructed within a social context. In the context of this chapter, the process of code-switching and translanguaging are used to ensure effective transfer of knowledge is given to the students. This is done by speakers of two or more languages, when a speaker switches back and forth intentionally or unintentionally.
Social Constructivism: This refers to a collaborative way of acquiring knowledge in a social context as people interacts. The social constructivism is one of the teaching and learning strategy that promotes effective learning and teaching when students interact with their peers.
Multicultural: This is when people from different cultural backgrounds are in one environment. The multicultural setting could be about the languages, believes, norms, and values. In a multicultural setting one has to be cautious not to trespass into the sensitive scope of other people’s cultures. An educational environment there are people from different cultural backgrounds. Therefore, lecturers and students have to recognise the diversity with respect to enable effective teaching and learning to take place.
Translanguaging: This is the use of one language to discuss so that a deeper meaning is grasped by the listeners. However, when you write you use another language different from the one that was used during the discussion. In the context of the University of Namibia, students and lecturers may use translanguaging to communicate meaning and understanding of a subject matter. It enables effective communication and learning. However, translanguaging can also be a challenge to language teachers despite being an effective learning tool.
Medium of Instruction: This is an official adopted language that is used as the only language used for teaching and learning purposes. For example, the University of Namibia has adopted English as a dominant language used as a Medium of Instruction unless stated otherwise. There are instances were a different language, apart from English, may be used as a medium of teaching. To elaborate, the medium of instruction in an Afrikaans class is Afrikaans.