Codeswitching in Academic Discussions: A Discourse Strategy by Students in the University of Education, Winneba

Abstract

The purpose of this work is to investigate the use of codeswitching (CS) as a linguistic resource by students of the University of Education, Winneba (UEW). The study seeks to answer why students in the university conduct their academic discussions in CS contrary to what is expected of them; how the use of CS contributes to the overall meaning of the topics they discuss and how students use CS as a linguistic resource to negotiate their activities in the university community. The study focused on study groups at the South Campus of the University of Education, Winneba. The social network (Milroy 1980) and ethnographic research methods (Barton & Hamilton 1998) were employed for data collection and the Community of Practice concept of Wenger (1998) was used to describe the study groups. The Markedness model of Myers-Scotton (1993) and the Conversational Analysis of Auer (1984) were used to analyze the speech data. The study found that two types of CS operate on UEW campus. These are in-group CS and out- group CS. It found that Akan/English CS is the main language for many out-group interactions on campus and serves as a lingua franca in addition to English. It serves as a bridge language between Winneba town and the university. It is also used in many study groups to discuss academic work. Finally, it found that students do not have a positive attitude towards all the indigenous languages and non-Akan students protest the prevalence of Akan on campus. The study is significant because it will enable policy makers recognize that CS occurs at all levels of education and must be given the appropriate attention. It will also serve as a reference point for future research into language changes or shifts in Ghana. Finally, it will add to existing literature in the study of language use in education.