Abstract:
In multilingual communities, a large number of them in Africa, the use of code-switching and its impact on classroom interactions differ greatly depending on the area’s linguistic environment, educational policies, and cultural views on multilingualism. In Rwanda, where
English proficiency is limited and the English language being the medium of instruction, code-switching (henceforth CS) seems to be a persisting practice in classroom interactions and it has impacts on teaching and learning English and Mathematics subjects. This study aimed to investigate the effects of code-switching on classroom interaction, focusing on English and Mathematics subjects, specifically in selected secondary schools in Muhanga District, in Rwanda.
The study investigates the use of code-switching in English and Mathematics subjects within multilingual societies, focusing on the challenges posed by language proficiency gaps. It aims to determine how prevalent code-switching is, its impact on classroom interaction, the reasons behind its use, and the perspectives of teachers and learners. Using a mixed methods
approach, with a qualitative emphasis, data were collected from 82 students through questionnaires, interviews with 4 English and 4 Mathematics teachers, and 8 participant observations. The data were coded and their analysis were conducted using SPSS version 20, employing statistical tools such as frequency counts, percentages, means, and standard
deviations. The key findings revealed that CS is a prevalent practice used to bridge linguistic gaps,
aid comprehension, and foster effective communication, particularly in Mathematics due to its conceptual nature and diverse linguistic backgrounds of students and teachers. They also revealed that its overuse can affect language proficiency and the loss of cultural identity.
Therefore, the study recommends that it should be used strategically. The findings of this study influence language policy implementation and instructional strategies in Rwanda’s educational system. It recommends moderate use of code-switching to enhance understanding and classroom interaction, while encouraging teachers and students to use the language of instruction for self-improvement.
