An Examination of Code-Switching Between Hausa and English Among Secondary School Students in Katsina State

Code-switching, defined as the alternating use of two or more languages within a single conversation, is a widespread sociolinguistic phenomenon in multilingual Nigerian educational settings. This study examines patterns and motivations for code-switching between Hausa and English among secondary school students in Katsina State. A descriptive survey approach was employed, with data collected from 240 students across four secondary schools in Katsina metropolitan area using structured questionnaires and semi-structured interviews. Classroom observation sessions in Hausa language and English language classes provided additional qualitative data on code-switching frequency and context. The study analyses the linguistic functions of code-switching, distinguishing between inter-sentential, intra-sentential, and tag-switching patterns. Sociolinguistic motivations examined include topic specialisation, expression of solidarity, social prestige, and compensating for lexical gaps. Findings indicate that code-switching is most frequent during informal interactions and in subjects that rely heavily on English technical vocabulary, with students reporting that switching to English signals academic competence in peer groups. Teachers' own code-switching behaviour in the classroom is identified as a significant influence on student practice. The study recommends development of clear language policy guidelines for secondary schools in Katsina State, professional development workshops for teachers on managing multilingual classrooms, and further research on the cognitive effects of code-switching on Hausa language acquisition. Keywords: Code-switching, Hausa, English, Secondary schools, Katsina.