Exploring students’ attitudes towards the use of code-switching in tutorials at the University of KwaZulu-Natal: a qualitative study of students in the discipline of Psychology.

Abstract

The present study explores students’ attitudes towards the use of code-switching (CS) at the University of KwaZulu-Natal (UKZN). It analyses factors influencing positive or negative attitudes towards CS, in particular linguistic background and educational upbringing. In understanding these students’ attitudes the study utilised Gumperz's sociolinguistic approach and Vygotsky’s social constructivism theory as a theoretical lens. Carried out in the discipline of Psychology at UKZN and with a focus on first-year tutorials, the study used a mixed- methods but primarily qualitative design to address the research questions. The analysis of the survey questionnaire revealed that the majority of UKZN students in the sample had positive attitudes towards the use of CS in tutorials, which was influenced by various factors. The three major reasons for a positive approach to CS were: 1) CS allows students to express themselves easily and comfortably, 2) it helps them to comprehend and process information better and, 3) it creates an inclusive learning environment. Furthermore, in the focus group interviews, most of the participants expressed positive attitudes towards the use of CS, highlighting the factors mentioned above as the influence on their positive attitudes. Focus group interviews also revealed that linguistic background and upbringing play a vital role in influencing positive or negative attitudes towards CS, with most participants coming from multilingual and multicultural environments holding positive attitudes towards CS. By understanding the factors that influence students' attitudes towards CS, this study contributes to the field of sociolinguistics by highlighting the complex interplay between language, culture, and identity in educational settings.