The Impact of Code-Switching in Zimbabwe: The Case of IsiNdebele and Chishona in Lower Gweru

Abstract

This paper sought to examine the impact of code-switching in the Lower Gweru community of Midlands Religion in Zimbabwe where IsiNdebele and ChiShona co-exist as first and third languages respectively. The main thrust of the paper was to establish the impact of code-switching involving IsiNdebele and ChiShona in bilingual and multilingual situations such as schools and communities. This study used a qualitative research approach and focused on two intentionally selected primary schools and two secondary schools as representatives of the whole population in the community. Since the selection of participants was purposively done, the sample had twenty participants. Key instruments used in the collection of data included Interviews, Observations and Document Analysis because of their relationship with the qualitative approach characterised by the use of words in explaining phenomena as they obtain in their natural settings. Collected data was presented and analysed depending on the nature of the gathered responses. Findings from this research revealed that code-switching is an indispensable issue in bilingual communities. Hence, it has both positive and negative impacts on learning in the target language. In conclusion, the study categorically established that the impact of code-switching is inevitable in bilingualism and diversified communities. The study recommends that educators and teachers be equipped with basic strategic skills of handling code-switching in bilingual and multilingual classrooms. The research adds knowledge in the sphere of education in multilingualism and multiculturalism, through examining the impact of code-switching involving indigenous languages on their own. Keywords: Code-Switching, Mother Tongue, Indigenous Languages, Multilingualism