The Role of Code Switching and Code Mixing in the Teaching and Learning Process at the Institute of Adult Education, Mwanza Campus, Tanzania

Abstract

This qualitative study explores the pedagogical role of code-switching and code-mixing in multilingual adult education classrooms at the Institute of Adult Education (IAE) Mwanza Campus, Tanzania. Drawing on the Linguistic Interdependence Hypothesis, the research examines how these linguistic practices enhance comprehension and learning in contexts where English is the medium of instruction, but Kiswahili serves as learners' dominant first language. Data were collected via semi-structured interviews with 8 facilitators and 42 students, alongside non-participant observations of 10 classroom sessions. Thematic analysis revealed that code-switching and code-mixing are used primarily for clarification, translating technical terms, and fostering inclusivity. Findings indicate these practices promote knowledge transfer from L1 to L2, reduce cognitive load, and improve engagement, aligning with recent evidence from multilingual African contexts. Recommendations include integrating bilingual strategies into teacher training and developing multilingual curricula to support adult learners in similar settings.