Code-Switching as a Pedagogical Strategy in Multilingual Secondary Classrooms in Anambra State: An Empirical Study

This study empirically investigates the use of code-switching as a deliberate pedagogical strategy by English language teachers in multilingual secondary school classrooms in Anambra State, South East Nigeria. While code-switching in Nigerian classrooms is commonly treated as an indicator of inadequacy, recent applied linguistics scholarship has identified its potential as a structured teaching tool when deployed intentionally. The study employs a mixed-methods quasi-experimental design combining classroom observation data, teacher interviews, and student comprehension test scores. Forty English language lessons were observed across eight secondary schools in Awka and Onitsha, and teacher-directed code-switching instances were coded for function, frequency, and linguistic target. A comparison of comprehension test scores between classes with higher rates of strategic code-switching and those with suppressive language policies revealed a statistically significant advantage for the code-switching condition in grammar and reading comprehension subtests. Teacher interviews reveal that experienced teachers deploy code-switching deliberately for concept clarification, disciplinary management, and motivational reinforcement. The study fills a gap by providing empirical evidence for the pedagogical value of code-switching in Nigerian secondary classrooms and challenges the prevailing suppressive language policy. Recommendations include the integration of code-switching as a recognised pedagogical option in the National Teachers Institute curriculum. Keywords: code-switching, pedagogy, multilingual classrooms, Anambra State, applied linguistics.