Conversational code-switching among intermediate learners of French at Alliance Française de Kampala, Uganda

Using a framework based on conversation analysis (Auer 1984, 1995), this paper presents an analysis of second / foreign language (L2) learner code-switching between English (L1) and French (L2) in an intermediate foreign language classroom. The study aimed at finding out why, how and when intermediate learners of French at Alliance Française de Kampala employ code-switching in the learning of L2. This paper presents a description, categorization and analysis of the processes of code-switching among intermediate learners of French at Alliance Française de Kampala. It was found that learners code switch when not only their knowledge in the L2 fails them, i.e. for participant-related functions, but also discourse-related functions that contextualize the interactional meaning of their utterances. It was also found that the intermediate learners of French at Alliance Française de Kampala use code-switching as a learning strategy specifically during small group activities. Learners would switch when clarifying or giving the meaning of new vocabulary or lexical items they came across when reading or discussing texts.