1.1 Introduction
Code-switching is the use of more than one language, variety, or style by a speaker within an utterance or discourse, or between different interlocutors or situations. Code-mixing and code-switching are important aspects of sociolinguistics because of their use and status in the society. In linguistics, code-switching occurs when a speaker alternates between two or more languages, or language varieties, in the context of a single conversation (Richard, 2005). However, Wardhaugh (2012: 103), states that code mixing occurs when a conversant use both languages together to the extent that they change from one language to the other in the course of a single utterance. It means that the conversant just changes some of the elements in their utterance. Code mixing takes place without a change of topic and can involve various levels of language, e.g., morphology and lexical items.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
In Nigeria, the English language is used in formal situations particularly where foreigners, who cannot understand the national language, are involved. It is taught as a compulsory subject in primary education where as at the post primary education is the medium of instruction. Code-mixing and code-switching are important aspects of sociolinguistics because of their use and status in the society.
The continued exploration of various facets of code change is therefore not a surprise, as it has more than just (socio) linguistic, anthropological and psychological implications. To the extent that the way people talk is the expression of their personal, social, cultural and other identities, it is not an exaggeration to say that it actually affects the majority of the world's population and, although has often been viewed as a stigmatized form of bilingual discourse, there is no doubt that learning more about the underlying rules of code-switching can only contribute to more awareness among speakers of poles apart (Adetuyi and Jegede, 2016).
Different reasons have been put forward by various authors and researchers to explain why people mix code and code switch. It is obvious that they have negative and positive effects on the use of the language. It then becomes necessary that these concepts related to human society and our educational system receive sufficient attention to be known and also used effectively where it is needed. In a society where people speak more than one language, there is usually one language naturally influenced by others. Some of the effects of multilingualism are code mixing and code change, bilingualism, diglossia, and so on. When a speaker comes into contact with two or more languages, he can start using the languages together, even if it is not necessarily with equal competence. However, these languages influence each other and often lead to code mixing and code switching (Kuntze, 2000). A typical context showing that speakers' mix or switch codes can be found in Jenifer Diary.
In a society where individuals speak more than one language there is usually a language that is naturally influenced by the others. Some of the effects of multilingualism are code-mixing and code-switching, bilingualism, diglossia etc when a speaker comes in contact with two or more languages he or she may start to use the languages together even though it might not be with equal proficiency. However these languages affect one another and often lead to code-mixing and code-switching.
Code-mixing and code-switching occurs when elements of two or more languages are mixed between sentences, clauses and phrases. These concepts are products of bilingualism and they are the focus of this research work. Some researches have shown that students code-mix and code-switch in order to be admitted into some social situations. It is on this note that this research work intends to find out if undergraduates of University of Ilorin code-mix and code-switch, and also intend to find out why if they code-mix and code-switch.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Socio-linguistic Study of the Effect of Code Switching and Code Mixing in the Written English of Some Secondary School.
1.3 Statement of Problems
Investigation revealed that some of the studies focus on the way speakers of English code switch and mix between different language codes in their daily dialogues or conversations. All these studies drew their data from real life contexts. None of them investigated the use of code switch and mix in dramatized utterances. Investigating code switch and code mixing in the Written English of Some Secondary School will assist us in identifying how these phenomena are used among Nigerians. This is the gap this study intends to fill.
1.4 Aim and Objectives of Study
The aim of the study is to examine the socio-linguistic effect of code switching and code mixing on the written English of some secondary school students. In achieving this aim, the following specific objectives were laid out as follows:
- To conduct a sociolinguistic study on code-mixing and code-switching;
- To determine how Code-Switching and Code-Mixing contribute toward students' success or failure on learning English language.
- To examine ways can be used to avoid Code-Switching and Code-Mixing in learning English language.
- To determine the motivation or causes underlying the use of code-mixing and code-switching; and
- To find out the reasons for Code-Switching and Code-Mixing in the learning English language in secondary schools in the area under study.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- How does Code-Switching and Code-Mixing contribute toward students' success or failure on learning English language?
- What are the ways can be used to avoid Code-Switching and Code-Mixing in learning English language?
- What is the sociolinguistic study on code-mixing and code-switching?
- What is the motivation or causes underlying the use of code-mixing and code-switching?
- What are the reasons for Code-Switching and Code-Mixing in the learning English language in secondary schools in the area under study?
1.6 Significance of Study
The essence of this research is to identify the likely social effects on the undergraduates of the University of Ilorin if they are users of code-mixing and code-switching. The research will also investigate the extent to which the undergraduates' code-mix and code-switch if at all they do.
It is strongly believed that the findings at the need of this research will benefit bilinguals and it is also expected to contribute additional knowledge to the field of sociolinguistics. It will also be of immense benefit to students of English and linguistics.
At the end of this work, it is expected that the long essay will come up with findings that will discourage the use of code-mixing and code-switching if their use suggest negative effect on the proficiency of the users. On the other hand, if the proficiency of the bilingual is not affected the phenomenon will be encouraged.
1.7 Scope of Study
The scope of the research is focused on the Socio-linguistic Study of the Effect of Code Switching and Code Mixing in the Written English of Some Secondary School in Warri-South Local Government Area, Delta State.
1.8 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.9 Definition of Terms
Socio-linguistics:
Socio-linguistics is the study of how language interacts with social factors such as class, ethnicity, age, gender, and social context. It explores the ways language varies and changes in different social settings and how language reflects and shapes social identities (Wardhaugh & Fuller, 2015). In this study, socio-linguistics helps to explain why students may alternate between languages in writing based on their social environment.
Code Switching:
Code switching refers to the practice of alternating between two or more languages or language varieties within a single conversation, sentence, or discourse. It often occurs naturally among bilinguals or multilinguals, depending on context, topic, or audience (Myers-Scotton, 1993). Within this research, code switching is analyzed in terms of how students shift between English and their native languages in written work.
Code Mixing:
Code mixing is the blending of words, phrases, or clauses from two different languages within the same sentence or paragraph, often without a clear switch point. Unlike code switching, which may be more structured, code mixing tends to be more fluid and unconscious (Muysken, 2000). This study focuses on how such blending disrupts the grammatical flow of students' formal writing in English.
Written English:
Written English refers to the use of the English language in its written form, following the conventions of grammar, syntax, punctuation, and vocabulary expected in formal or academic contexts. In this study, written English specifically pertains to compositions, essays, and classroom assignments produced by secondary school students.
Secondary School:
A secondary school is an educational institution that serves students in the period following primary education and before tertiary or vocational education. In Nigeria, it typically includes students aged 10–18 years, divided into junior and senior secondary levels (Federal Republic of Nigeria, 2013). This study focuses on students within this level of education.
Bilingualism/Multilingualism:
Bilingualism refers to the ability to speak and understand two languages fluently, while multilingualism extends this to three or more languages. In the Nigerian context, most students grow up in linguistically diverse environments where English is learned alongside indigenous languages, leading to frequent language alternation (Bamgbose, 1991). This linguistic reality influences their writing behaviors.
Language Interference:
Language interference occurs when elements from a speaker’s first language influence the use of a second language, often causing errors in pronunciation, grammar, or vocabulary. In writing, this may manifest as direct translation or use of non-standard structures from the native language. The study examines how such interference contributes to the presence of code mixing and switching in students’ writing.
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