Investigating whether code-switching is a liability or asset for English language learning in Tanzania a case of two Secondary Schools in Lushoto District

This study sought to find out whether code-switching is a liability or asset in EFL classes in Tanzania using two secondary schools in Lushoto District, Tanga Region. The study examines the causes of code-switching among learners of a foreign language, and suggests how code-switching could be used, as a facility in foreign language classes especially at initial stages of teaching and learning English at secondary school level.The theoretical framework which guided this study was the comprehensible input hypothesis by Krashen (2013). He listed a number of principles that govern his theory of foreign language acquisition. This theory suggests the creation of native like environment when learning a foreign language. Eighty students, forty from each school, were involved in filling in the questionnaire. Eight teachers who filled in the questionnaire and took part in the interview were involved in the study. As for interviews, only twenty students - ten from each school were involved.The data was collected through a questionnaire, interview and observation. The study used a purposive sampling technique to get the intended sample. Also, this study was a case study in design. The data collected was analysed qualitatively. The findings indicate that the use of code-switching in learning a foreign language helps teachers to clarify their target language instruction especially when students fail to understand such instruction in the target language. This study recommends that code-switching may be used in the beginning classes but should gradually be abandoned as students go into higher classes.