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Code-Switching in ODL Junior Secondary School Multilingual Classrooms: Highlights from Botswana Open University
Abstract
The need to integrate code-switching as a pedagogical approach in multilingual classrooms is gaining wide acceptance among educational systems worldwide. However, teachers as facilitators are generally not trained to support bilingual and multilingual classrooms. Given the critical role of language in facilitating learning with students from different language backgrounds, this paper explores the use of code-switching as a multilingual pedagogical approach at Botswana Open University. It’s relevance in supporting Open and Distance Learning English Language students from varied linguistic and multicultural backgrounds is further explored. Therefore, an understanding of code-switching as a pedagogical strategy might have a significant impact on the students’ learning outcomes. Authoritative literature is reviewed together with the authors’ personal experiences. The paper provides insights that, to succeed in employing code-switching practices in a multilingual classroom context, it is necessary to refocus the teacher education curriculum. Also, it is imperative for teacher trainees to acquire skills that cater for multiple language use in class during their training. Together, these should encourage students to confidently recognise and embrace their entire linguistic potentials, thereby promoting a more inclusive and accessible supportive learning environment in ODL settings.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 4513
Country
Botswana
Region
Africa
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PDF
Adobe PDF, 349 KB
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)