Code-Switching Patterns Among Igbo-English Bilingual Students in Secondary Schools in Enugu State

This study examines code-switching patterns among Igbo-English bilingual secondary school students in Enugu State, South East Nigeria. Despite the growing body of literature on bilingualism in West Africa, limited attention has been paid to the specific triggers and social functions of code-switching in Nigerian secondary classrooms during the post-pandemic period. The study adopts a descriptive survey design and draws on Myers-Scotton's Markedness Model as its theoretical framework. Data were collected from 200 students across five government secondary schools in Enugu metropolis using structured observation schedules and audio recordings of classroom interactions. The analysis focuses on identifying inter-sentential, intra-sentential, and tag-switching occurrences, as well as the social motivations that underpin each type. Preliminary findings suggest that students switch codes primarily to express solidarity, fill lexical gaps, and navigate identity negotiation within peer groups. The study further notes that teachers' own code-switching behaviour significantly influences student patterns. These findings contribute to ongoing debates about language use in multilingual Nigerian classrooms and have practical implications for language-in-education policy. The study recommends a clearly articulated national language policy that acknowledges and manages, rather than suppresses, the natural bilingual tendencies of Nigerian learners. Keywords: code-switching, bilingualism, Igbo-English, secondary education, Enugu State.