Abstract

Teaching Second Additional Languages (SAL) in multilingual classrooms, especially in the Foundation Phase, presents challenges for both learners and teachers. In Tshivenda-speaking classrooms, learners often struggle to learn a second language, and many teachers use codeswitching to help bridge these language gaps. The gap in knowledge limits a full understanding of how code-switching affects language acquisition, teaching practices, and learner outcomes in multilingual classrooms. This article explores the perceptions of Tshivenda-speaking Foundation Phase teachers on using code-switching in SAL instruction. The article is based on Vygotsky’s Sociocultural Theory of Learning, which emphasizes social interaction and language in cognitive development. In this framework, code-switching is seen as a useful tool to help learners connect new language concepts with their existing knowledge of Tshivenda. A qualitative research approach using a phenomenological design was adopted to understand teachers’ experiences. Data was collected through semi-structured interviews with 10 Tshivenda-speaking Foundation Phase teachers from public primary schools in Limpopo Province. Thematic analysis of the interview data revealed two main findings: first, teachers see code-switching as an effective way to explain complex language concepts and improve learner understanding, especially in early language learning. Second, teachers believe that code-switching helps create a more inclusive classroom environment where learners feel more confident and less intimidated by the second language. The study’s findings underline the value of using code-switching in teaching and suggest the need for more research into its long-term effects on language skills and academic performance. The article recommends that teacher training programs focus on strategies for using code-switching to support multilingual learners, particularly in the Foundation Phase. It also suggests further research to explore how code-switching affects learners’ academic outcomes. This research offers important insights into using code-switching in multilingual classrooms and provides recommendations for improving SAL instruction.

Keywords: Code-switching, Tshivenda, Second Additional Language, Foundation Phase, Teacher perceptions