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EFFECTS OF CODE-MIXING AND CODE-SWITCHING ON STUDENTS’ LEARNING OF SPEAKING SKILLS IN JUNIOR SECONDARY SCHOOLS IN BARKIN-LADI LOCAL GOVERNMENT AREA OF PLATEAU STATE

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Speaking is a fundamental language skill that involves the production and articulation of sounds, words, and sentences to convey meaning and engage in communication. As a skill, speaking encompasses various aspects such as pronunciation, fluency, vocabulary, grammar, and discourse organization. Proficiency in speaking requires not only the ability to produce accurate and intelligible sounds but also to express ideas coherently and effectively. It involves the integration of linguistic knowledge, including vocabulary and grammar, with communicative strategies such as turn-taking, maintaining coherence, and adjusting speech according to the context and audience. Additionally, speaking as a skill involves non-verbal elements such as intonation, facial expressions, and body language, which contribute to effective communication and convey additional meaning (Milroy & Muysken, 2015). Developing speaking skills requires practice, exposure to authentic language input, feedback, and opportunities for meaningful interaction. It plays a crucial role in both personal and professional contexts, enabling individuals to express themselves, negotiate meaning, build relationships, and participate actively in social and professional settings.

Speaking skills are undeniably relevant in various aspects of life. First of all, in personal relationships, effective speaking skills enable individuals to express their thoughts, emotions, and desires clearly and confidently, fostering better communication and understanding. Additionally, in professional settings, strong speaking skills are crucial for successful presentations, meetings, and negotiations, as they allow individuals to articulate their ideas persuasively, engage their audience, and build credibility (Nanchu, 2023). Moreover, speaking skills are essential for leadership roles, as they enable individuals to inspire and motivate others, convey a clear vision, and provide guidance. Furthermore, in educational settings, effective speaking skills facilitate effective classroom participation, public speaking, and academic discussions, enhancing learning outcomes. Lastly, speaking skills are relevant in public forums and social activism, as they empower individuals to raise awareness, influence public opinion, and advocate for change.

The teaching and learning of speaking skills come with a range of challenges. First of all, anxiety and self-consciousness often hinder the progress of learners. Speaking in front of others can be intimidating, leading to fear of making mistakes, being judged, or facing embarrassment. Overcoming this anxiety requires a supportive and encouraging learning environment. Again, developing fluency and coherence in speaking can be challenging (Naha, Nkengbeza & Liswaniso, 2018). Learners may struggle with organizing their thoughts, finding appropriate vocabulary, and expressing ideas in a coherent manner. This requires practice, exposure to various speaking contexts, and guidance from teachers who can provide strategies for structuring speeches or conversations. Furthermore, cultural and linguistic differences can pose obstacles. Learners from diverse backgrounds may face difficulties in adapting to the norms and conventions of the target language, such as intonation, pronunciation, and idiomatic expressions. Teachers must be sensitive to these differences and provide targeted instruction to address them. Furthermore, limited opportunities for authentic practice can impede progress. In traditional classroom settings, learners often have limited exposure to real-life speaking situations, which can hinder their ability to develop natural conversational skills. Integrating technology, role-plays, and simulations can help create more authentic speaking opportunities. Lastly, assessment and feedback present challenges. Assessing speaking skills is subjective and time-consuming, making it challenging for teachers to provide timely and detailed feedback. Incorporating assessment techniques like peer evaluation, self-assessment, and audio/video recordings can alleviate these challenges. Overall, addressing these challenges requires a learner-centered approach, incorporating supportive environments, targeted instruction, authentic practice opportunities, and effective assessment strategies.

There are several effective methods for teaching speaking skills that can foster students’ proficiency and confidence. First of all, communicative language teaching (CLT) emphasizes meaningful interaction and real-life communication. This method encourages students to engage in pair or group activities, role-plays, and discussions where they can practice speaking in authentic contexts. Again, task-based language teaching (TBLT) focuses on completing specific tasks that require meaningful communication. According to Syam, Saiful, Sangkala and Syarif (2018) by designing tasks that simulate real-life situations, students are motivated to use language to achieve a goal, promoting active participation and language production. Furthermore, the use of authentic materials and resources provides students with exposure to real-world language use. By incorporating authentic audio, video, and written materials, students can develop their listening comprehension and speaking skills in a contextually rich environment. Also, pronunciation and intonation practice are crucial for clear and effective communication. Techniques such as drilling, modeling, and guided repetition can help students improve their pronunciation and intonation patterns. Additionally, providing opportunities for individual speaking practice, such as presentations or speeches, allows students to develop their speaking skills in a more focused and independent manner. Lastly, providing constructive and specific feedback is essential. Teachers can offer feedback on pronunciation, grammar, vocabulary, and fluency, highlighting strengths and areas for improvement. Peer feedback and self-reflection activities can also be incorporated to encourage student engagement and self-assessment.

Code-mixing is a linguistic phenomenon that occurs when speakers blend or mix two or more languages or language varieties within a single conversation or utterance. It involves the alternation or insertion of words, phrases, or even entire sentences from different languages or language varieties into a base language. Code-mixing is commonly observed in multilingual and multicultural societies, where individuals are exposed to and proficient in multiple languages. One reason for code-mixing is linguistic need. Speakers may switch to another language or language variety when they lack specific vocabulary or expressions in their base language to convey a particular concept or idea (Myers-Scotton, 2016).. Code-mixing allows them to fill lexical or semantic gaps and communicate more effectively. For example, a bilingual speaker might use an English word in the middle of a sentence in their native language because that particular word has no equivalent or carries a specific connotation that cannot be easily expressed in their native language.

Code-mixing can also serve social and identity-related functions. It can be used as a marker of identity, solidarity, or group affiliation. Speakers may code-mix to demonstrate their membership in a particular community or to express their cultural heritage. Code-mixing can be a way to assert bilingual or multilingual identity, especially in contexts where bilingualism or multilingualism is valued or prestigious. Furthermore, code-mixing can be influenced by sociolinguistic factors such as the social status, power dynamics, or language attitudes associated with the languages being mixed (Woolard, Schieffelin & Kroskrity, 2019). In some cases, code-mixing can be a deliberate and strategic choice made by speakers to convey social meanings or to negotiate relationships between speakers of different linguistic backgrounds. On the other hand, code-mixing can also occur naturally and unconsciously as a result of language contact and bilingual language processing. Code-switching is a linguistic phenomenon in which speakers alternate between two or more languages or language varieties within a single conversation or discourse. It involves a conscious and intentional shift from one linguistic code to another, typically driven by social, cultural, or situational factors. Code-switching is a common practice in multilingual and multicultural communities, where individuals are fluent in multiple languages and use them interchangeably in different contexts.

One of the main reasons for code-switching is to accommodate social dynamics and establish or maintain social relationships. Speakers may switch codes to align themselves with a particular group, demonstrate solidarity, or create a sense of belonging. Code-switching can be used as a sociolinguistic marker, signaling membership in a specific community or social identity. For example, individuals may code-switch to a heritage language when conversing with family members or within their ethnic community, while using the dominant language in formal or professional settings. Code-switching can also serve pragmatic functions, such as emphasizing or clarifying information, expressing emotions, or conveying certain nuances that are better captured in one language over another. Speakers may switch codes to access specific vocabulary, idiomatic expressions, or cultural references that are more readily available in one language. Code-switching can enhance communication efficiency and accuracy, allowing speakers to convey their intended meaning more effectively (Auer, 2018). Furthermore, code-switching can be influenced by power dynamics and language attitudes. In situations where one language or variety is associated with prestige, power, or higher social status, speakers may code-switch to that language to assert authority or enhance their social standing. Conversely, code-switching may also occur as a form of resistance or identity assertion against dominant languages or language ideologies. Speakers may intentionally code-switch to a non-dominant language as an act of cultural or linguistic pride, challenging linguistic hierarchies and asserting their heritage or identity.

Code-switching is a skill that requires bilingual or multilingual competence. Speakers must have a strong command of both languages or language varieties involved in the code-switching process. Code-switching can occur at different linguistic levels, including individual words, phrases, or even entire sentences (Woolard, Schieffelin & Kroskrity, 2019). The choice of codes, the frequency of switching, and the extent of code-switching can vary depending on the linguistic repertoire, social context, and communicative goals of the speakers. Code-mixing can take various forms. It can happen at different linguistic levels, including lexical (individual words), phrasal (phrases or clauses), or even grammatical (morphological or syntactic) levels. Code-mixing can also vary in intensity, from occasional insertions of words or phrases to more extensive mixing that involves entire sentences or longer stretches of discourse.

It is in line with the above discussion that this study seeks to examine the effects of code-mixing and code-switching on students’ learning of speaking skills in Junior Secondary Schools in Barkin-Ladi Local Government Area.

1.2 Statement of the Problem

Code mixing and code-switching can pose challenges to listening skills, particularly in the areas of consonant sounds, vowels, intonation, and stress. When individuals switch between two or more languages or dialects within a conversation, it can lead to confusion and difficulty in accurately perceiving and distinguishing specific sounds. Consonant sounds may be pronounced differently in different languages, and this variation can make it challenging for listeners to identify and interpret them correctly. Similarly, vowel sounds may vary across languages, causing difficulties in understanding words or distinguishing between similar-sounding words. Intonation patterns, which convey meaning and emotions, can also be affected by code mixing and code-switching. Sudden shifts in intonation between languages may lead to misunderstandings or misinterpretations of the speaker’s intended message. Additionally, the stress patterns of words can differ across languages, and when code mixing or code-switching occurs, listeners may struggle to identify the correct stress pattern, resulting in confusion or misinterpretation of the speaker’s intended emphasis.

Efforts have been made to address this issue by implementing language policies, providing teacher training programs, and promoting the use of standard language in classrooms. Despite these measures, the problem of code-mixing and code-switching in students’ speaking skills persists, hindering their ability to communicate effectively in the target language. The effects of code-mixing and code-switching on students’ learning of speaking skills are detrimental. Students may struggle with pronunciation, grammar, and vocabulary acquisition. Additionally, their overall language proficiency and communication abilities may be compromised.

It is because of the pressing need to address the negative or positive effects of code-mixing and code-switching on students’ learning of speaking skills that this research is being conducted. By gaining a deeper understanding of this issue, effective interventions and strategies can be developed to enhance students’ speaking proficiency in the target language.

1.3 Purpose of the Study

The aim of this study is to examine the effects of code-mixing and code-switching on students’ learning of speaking skills in Junior Secondary Schools in Barkin-Ladi Local Government Area. The specific objectives of the study are to:

1. To examine the impact of code-mixing and code-switching on students’ speaking skills in vowel sounds.
2. To examine the impact of code-mixing and code-switching on students’ speaking skills in intonation sounds.
3. To determine the impact of code-mixing and code-switching on students’ speaking skills in consonant sounds.
4. To examine the impact of code-mixing and code-switching on students’ speaking skills in stress pattern.

1.4 Research Questions

            The study is guided by the following research questions:

1. What is the impact of code-mixing and code-switching on students’ speaking skills in vowel sounds?
2. How does code-mixing and code-switching affect students’ speaking skills in intonation sounds?
3. What is the influence of code-mixing and code-switching on students’ speaking skills in consonant sounds?
4. What is the impact of code-mixing and code-switching on students’ speaking skills in stress pattern?

1.5 Significance of the Study

The study can be beneficial to several stakeholders such as students, teachers, administrators, curriculum planners and future researchers.

The findings of the study can benefit the students directly by increasing their awareness of the effects of code-mixing and code-switching on their speaking skills. It can help them understand the challenges associated with these language practices and provide insights into strategies to improve their speaking proficiency.

Teachers can benefit from the study by gaining a deeper understanding of the impact of code-mixing and code-switching on students’ learning. The findings can assist them in developing effective teaching methods and instructional materials to address these language practices and enhance students’ speaking skills.

The study can provide valuable information to school administrators about the prevalence and patterns of code-mixing and code-switching among students. This knowledge can aid in the development of language policies and curriculum modifications that promote a conducive learning environment for students.

The research outcomes can contribute to the development of language curriculum guidelines and policies at the regional or national level. By understanding the effects of code-mixing and code-switching on speaking skills, policymakers can make informed decisions and incorporate appropriate measures to improve language learning outcomes.

The study’s findings can serve as a valuable resource for researchers and academics interested in the field of bilingualism, language acquisition, and language pedagogy. It can contribute to the existing body of knowledge and stimulate further research in related areas.

1.6 Scope of the Study

            The study will focus specifically on Junior Secondary Schools in the Barkin-Ladi Local Government Area. The study will primarily examine the effects of code-mixing and code-switching on students’ learning of speaking skills in English Language, which is the target language in the educational context. The study will concentrate on the impact of code-mixing and code-switching on students’ speaking skills. It will explore various aspects of speaking proficiency, such as pronunciation, vocabulary usage, grammar, fluency, and coherence. The study will primarily focus on the effects on speaking skills and may not extensively delve into other language skills, such as listening, reading, and writing, although these skills may indirectly be influenced by code-mixing and code-switching.

1.7 Theoretical/Conceptual Framework

A suitable theory that can be applied as a theoretical framework for this study is the Language Interference Theory. The Language Interference Theory, also known as the Language Transfer Theory, suggests that the learners’ first language (L1) can have an influence on their acquisition of a second language (L2). It posits that the linguistic knowledge and habits developed in the L1 can transfer to the L2, leading to the occurrence of language interference.

In the context of code-mixing and code-switching, the Language Interference Theory can be applied to understand how students’ native language (L1) may influence their use of code-mixing and code-switching in the target language (L2). The theory suggests that students’ L1 linguistic patterns, structures, and vocabulary may interfere with their production and proficiency in the L2, affecting their speaking skills.

By applying the Language Interference Theory as a theoretical framework, the study can explore how code-mixing and code-switching, influenced by the students’ L1, impact their speaking skills in the target language. It can help in identifying specific instances of interference, understanding the nature of the interference, and examining its effects on students’ ability to communicate effectively in the L2.

Additionally, the theory can provide insights into the factors that contribute to language interference, such as language dominance, language proficiency, and sociolinguistic factors. It can also guide the development of interventions and teaching strategies to mitigate the negative or positive effects of code-mixing and code-switching on students’ speaking skills, by addressing the specific areas of interference identified through the study.

Therefore, the Language Interference Theory can serve as a suitable theoretical framework for investigating the effects of code-mixing and code-switching on students’ learning of speaking skills in Junior Secondary Schools in Barkin-Ladi Local Government Area.

1.8 Operational Definitions of Terms

Code-mixing: In this study, code-mixing refers to the phenomenon where students alternate between two or more languages within a single conversation or utterance. It involves the insertion of words, phrases, or sentences from one language into another, resulting in a mixed linguistic code.

Code-switching: Code-switching, in the context of this study, refers to the practice of changing from one language to another within a conversation or discourse. It involves a deliberate switch between two or more languages based on various linguistic, social, or cultural factors.

Speaking skills: For the purpose of this study, speaking skills refer to the students’ ability to effectively produce and convey spoken language in the target language (English Language). It encompasses aspects such as pronunciation, vocabulary usage, grammar, fluency, and coherence in oral communication.

Effects: In this study, effects refer to the impact, influence, or consequences of code-mixing and code-switching on students’ learning of speaking skills. It includes examining how code-mixing and code-switching practices either facilitate or hinder the development of students’ speaking proficiency in the target language.

Learning: Learning, in the context of this study, refers to the process of acquiring and improving students’ speaking skills in the target language through formal instruction, classroom activities, and language exposure.