An appraisal of code-switching frequency and its impact on bilingual proficiency in Igbo communities
- Project Research
- 1-5 Chapters
- Abstract : Available
- Table of Content: Available
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- NGN 5000
Background of the Study
Code-switching, the practice of alternating between languages in conversation, is a common phenomenon in Igbo communities where bilingual proficiency is highly valued. Frequent code-switching has been observed as both a natural communicative tool and a potential source of linguistic interference. In Igbo communities, speakers often alternate between Igbo and English depending on the context, audience, and communicative intent (Ike, 2023). While some research suggests that code-switching may enhance cognitive flexibility and linguistic creativity, others argue that excessive switching can dilute language proficiency and disrupt the acquisition of standard language forms (Chima, 2024). Recent studies emphasize that the frequency and context of code-switching are critical factors influencing its overall impact on bilingual proficiency (Nwachukwu, 2025). This study aims to appraise the frequency of code-switching in Igbo communities and evaluate its effects on language development. By examining classroom interactions, media usage, and informal conversations, the research seeks to understand the dual role of code-switching as both a pedagogical tool and a potential impediment to achieving high levels of proficiency in either language.
Statement of the Problem
Despite its ubiquity, the impact of code-switching on bilingual proficiency in Igbo communities remains contested. Frequent alternation between Igbo and English may lead to reduced exposure to the formal structures of each language, potentially hindering the development of a robust vocabulary and grammatical accuracy (Ike, 2023). Educators have observed that while code-switching can facilitate comprehension in informal settings, it may also interfere with the acquisition of standardized language forms necessary for academic success (Chima, 2024). This inconsistency creates challenges for both teachers and learners, as the lack of clear boundaries between languages complicates language assessment and instruction. The study seeks to systematically evaluate these concerns and determine whether a higher frequency of code-switching correlates with diminished language proficiency (Nwachukwu, 2025).
Objectives of the Study:
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To measure the frequency of code-switching in various contexts within Igbo communities.
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To analyze the relationship between code-switching frequency and bilingual proficiency.
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To recommend strategies for balancing code-switching with formal language instruction.
Research Questions:
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How often do Igbo speakers engage in code-switching in different contexts?
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What is the impact of code-switching on vocabulary and grammatical accuracy?
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What strategies can mitigate potential negative effects of code-switching?
Significance of the Study
This study is significant as it investigates the complex role of code-switching in bilingual proficiency among Igbo speakers. The findings will guide educators in developing instructional methods that leverage the benefits of code-switching while minimizing its drawbacks, thereby supporting more effective bilingual education (Ike, 2023; Chima, 2024).
Scope and Limitations of the Study:
The study is limited to the impact of code-switching on bilingual proficiency in Igbo communities.
Definitions of Terms:
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Code-switching: Alternating between two languages within a conversation.
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Bilingual proficiency: The level of competence in two languages.
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Igbo communities: Social groups where Igbo is predominantly spoken.
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