Effectiveness of Arabic–Hausa Code-Switching in Teaching Arabic to Junior Secondary School Students in Katsina State, Nigeria
DOI:
https://doi.org/10.54536/jeteli.v2i1.7595Keywords:
Arabic Education, Code-Switching, Hausa Language, Multilingual Classrooms, Student EngagementAbstract
This study aim to investigates the effectiveness of Arabic Hausa code-switching as a strategy in teaching Arabic as second language to junior secondary school students in Katsina State, Nigeria. A quasi-experimental mixed-methods was adopted for the study, selecting 120 from six schools across three senatorial zones of the state namely Katsina zone, Funtua Zone and Daura zone. Where the experimental group was taught using Arabic-Hausa code-switching, while the control group received Arabic-only instruction over 12 weeks. For the analysis, descriptive statistics and independent-samples t-tests were used for quantitative data, while qualitative data were analysed. For the analysis, descriptive statistics and independent samples t-tests were used for quantitative data, while qualitative data were analyzed thematically. The findings of the study shows that code switching significantly improved students’ understanding and retention at the same time making them more attached to their classroom through meaningful participation. Both students and teachers expressed positive perceptions toward this strategy. The study recommends that structured integration of code switching into Arabic pedagogy in multilingual contexts like Nigeria.
References
Bardinas, J., Campos, S., Tacang, K., & Minoza, J. T. (2025). Code-switching in multilingual classrooms: A bridge or a barrier to language proficiency? Journal of English Language Education.
https://doi.org/10.55121/jele.v1i2.886
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.
Chean, E. (2025). Code-switching patterns in multilingual classrooms: A study of pedagogical strategies. OTS Canadian Journal, 4(7), 88–97.
https://doi.org/10.58840/qqnndc53
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
Espanola, A. L., Feller, L. A., Gabriel, P. A. L., Garcia, C. L., & Mabanding, C. (2025). An analysis of the code-switching strategies of English teachers. International Journal of Research in Interdisciplinary Studies, 3(6), 228–236.
https://doi.org/10.65138/ijris.2025.v3i6.178
Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: Functions, attitudes and policies. AILA Review, 16(1), 38–51.
https://doi.org/10.1075/aila.16.05fer
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE.
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
https://doi.org/10.1057/9781137385765
Hornberger, N. H., & Link, H. (2012). Translanguaging in today’s classrooms: A biliteracy lens. Theory Into Practice, 51(4), 239–247.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26.
Lakens, D. (2013). Calculating and reporting effect sizes. Frontiers in Psychology, 4, 863.
Lin, A. M. Y. (2019). Classroom code-switching: Three decades of research. Springer.
O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation. Review of Educational Research, 78(1), 33–84.
Ramaila, S. (2025). The affordances of code-switching: A systematic review of its roles and impacts in multilingual contexts. African Journal of Teacher Education, 14(1).
https://doi.org/10.21083/ajote.v14i1.8250
Rayo, W., Carbajal, I., Barrita, A. M., & Cabrera Martínez, L. (2024). The complexity in bilingual code-switching research: A systematic review. Languages, 9(6), 217.
https://doi.org/10.3390/languages9060217
Rengur, Z. A., et al. (2025). Code-switching in EFL classrooms: A tool for comprehension or a hindrance in fluency. Datokarama English Education Journal, 6(1), 68–78.
https://doi.org/10.24239/dee.v6i1.121
Setati, M., & Adler, J. (2000). Between languages and discourses: Language practices in primary multilingual mathematics classrooms in South Africa. Educational Studies in Mathematics, 43(3), 243–269.
https://doi.org/10.1023/A:1011996002062
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
Tashakkori, A., & Teddlie, C. (2021). Mixed methods research: Contemporary issues in an emerging field. SAGE.
UNESCO. (2016). If you don’t understand, how can you learn? Global education monitoring report policy paper 24.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Bilkisu Muhammad Abusufyan, Ibrahim Mukhtar Adam, Raji Isah Aliyu
This work is licensed under a Creative Commons Attribution 4.0 International License.
