The Influence of Code-Switching and Code-Mixing on Learning English Language in Secondary Schools: The Case of Rombo District
This study investigated on the influence of using Code-Switching and Code-Mixing on learning English language in secondary schools in Rombo district, Tanzania. Specifically it strived to find out other causes of Code-Switching and Code-Mixing on learning English language, determine how Code-Switching and Code-Mixing contribute toward student’s success or failure in learning English language in class and examine other ways which can be used to avoid Code-Switching and Code-Mixing on learning English language in the classroom. The theoretical framework used include: theory of language acquisition like the imitation theory, Inter-language theory, and theory of active construction of grammar and Reinforcement. It also explored: theories of Code-Switching and Mixing like situational and metaphorical Switching and Nakedness. The study mainly used qualitative approach in data collection, analysis and presentation. Content analysis was used for data analysis and presentation. The findings indicate that Code-Switching and Code-Mixing influence student’s failure to learn English language, creates lack of confidence in speaking, limit students practice in speaking English language, retarded the ability of students to master English language and fail to understand and master English language. In addition, the study revealed that, teachers are the main source for Code-Switching and Code-Mixing and that more efforts be placed on training English teachers to improve their pedagogy skills.
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