Exploring Code Switching and its Educational Implications Among Lower Primary Bilingual Students

Abstract

This research investigates language practices, including code-switching and code-mixing, among lower primary bilingual students, age 8-11, in an Albanian language instruction school. The primary aim is to explore the dynamics of language use, perceptions, and behaviors among students and teachers. Utilizing a mixed-methods approach, the study incorporates student and teacher questionnaires, as well as observational data. Findings reveal the prevalence of Bosnian in home environments, with students exhibiting a preference for Albanian in classroom settings. Teachers recognize code switching as a pedagogical tool but express concerns about students' overreliance on Bosnian. Observational data illuminate nuanced language choices and patterns of code switching among students, highlighting the complexity of bilingual communication in educational contexts.