The effect of code-switching on second language acquisition among Igbo learners in Enugu
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- NGN 5000
Background of the Study
Code-switching is a dynamic linguistic practice observed in multilingual classrooms where learners alternate between their native language and a second language. In Enugu, Igbo learners often engage in code-switching, which reflects both cultural identity and adaptive communication strategies (Okoro, 2023). This phenomenon has been linked to cognitive benefits, as it allows students to access a broader range of linguistic resources while negotiating meaning in academic discourse (Eze, 2024). Research indicates that when teachers strategically incorporate code-switching, it may serve as a bridge to understanding complex concepts; however, excessive or unregulated switching might impede the full acquisition of the target language (Nwachukwu, 2025). The interplay between the learners’ indigenous linguistic knowledge and the demands of a second language curriculum creates a rich, albeit challenging, educational environment. In this context, code-switching is both a facilitator and a potential disruptor of language learning. Socio-cultural influences, classroom dynamics, and individual learner differences further complicate its role in the acquisition process. Recent studies have underscored the need to balance native language support with immersive second language exposure, advocating for pedagogical models that harness the positive aspects of code-switching while mitigating its drawbacks. This study aims to investigate the nuances of code-switching among Igbo learners, exploring how it influences vocabulary development, grammatical accuracy, and overall language proficiency. By analyzing classroom interactions and teacher practices, the research intends to contribute to a refined understanding of bilingual education that respects cultural heritage and promotes effective language learning (Okoro, 2023; Eze, 2024; Nwachukwu, 2025).
Statement of the Problem
Despite its recognized potential to aid comprehension, code-switching in Enugu’s classrooms has sparked debates over its impact on second language acquisition. Critics argue that frequent alternation between Igbo and English may lead to linguistic interference, hampering the development of robust grammatical structures and vocabulary in the second language (Chukwu, 2023). Inconsistent application of code-switching strategies across schools has resulted in varied academic outcomes, leaving educators uncertain about its pedagogical efficacy (Obi, 2024). Some learners exhibit signs of confusion when switching languages without clear instructional boundaries, which may contribute to diminished language proficiency over time. This study seeks to address these challenges by systematically examining how code-switching practices affect language acquisition among Igbo learners. In doing so, it aims to provide evidence-based recommendations for optimizing instructional strategies and establishing a balance that supports both native language identity and effective second language learning (Ike, 2025).
Objectives of the Study:
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To examine the frequency and contextual usage of code-switching in classroom interactions.
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To analyze its impact on vocabulary, grammatical development, and overall language proficiency.
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To propose pedagogical strategies that optimize the benefits of code-switching for second language acquisition.
Research Questions:
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How does code-switching influence vocabulary and grammatical development among Igbo learners?
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What contextual factors determine the frequency of code-switching in classroom settings?
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What instructional strategies can enhance second language acquisition while incorporating code-switching practices?
Significance of the Study
This study is significant as it contributes to understanding code-switching as a dynamic pedagogical tool in bilingual education. Its findings will aid educators and policymakers in designing instructional frameworks that harness bilingual interactions to improve academic outcomes. By elucidating the cognitive and social dimensions of code-switching, the research supports the development of inclusive teaching practices that respect linguistic diversity while fostering effective language acquisition (Okoro, 2023; Eze, 2024).
Scope and Limitations of the Study:
The study is limited to examining code-switching practices among Igbo learners in Enugu and does not extend to other linguistic groups or regions.
Definitions of Terms:
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Code-switching: The practice of alternating between two or more languages within a conversation or discourse.
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Second language acquisition: The process by which individuals learn a language other than their native tongue.
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Igbo learners: Students whose first language is Igbo and who are engaged in learning an additional language.
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