Kom-English Code-Switching in Cameroonian Primary Schools: Patterns, Functions, And Educational Implications

This study investigates code-switching practices among Kom-speaking pupils in Cameroon, examining how they alternate between Kom and English in educational and community settings. Grounded in Myers-Scotton's Markedness Model (1993) and Gumperz's Interactional Sociolinguistics (1982), the research explores the linguistic, sociocultural, and educational dimensions of bilingual behavior. A mixed-methods design was employed, combining questionnaires, semi-structured interviews, and classroom observations with 115 participants (75 pupils, 30 teachers, and 10 parents) across three primary schools in Fundong Sub-Division, Northwest Cameroon. Results reveal that code-switching is systematic and purposeful, with inter-sentential (45%), intra-sentential (35%), and tag-switching (20%) serving distinct communicative functions. Statistical analysis confirmed a significant positive correlation between code-switching frequency and pupils' ability to express complex concepts (χ² = 15.42, p = 0.001), with no adverse effect on English grammar competence (p = 0.177). While 80% of teachers acknowledged that code-switching enhances comprehension, 96.7% reported correcting pupils who switch languages—revealing a significant theory-practice gap shaped by institutional monolingual policies. Parents unanimously supported bilingualism (100%) but expressed mixed views on academic impact. The study concludes that code-switching functions as a pedagogical resource rather than a linguistic deficit, and proposes a comprehensive framework for integrating structured translanguaging strategies into multilingual education policy and practice.