ABSTRACT
Chapter 4 presents an analytical discussion of the semantic pedagogical functions (SPFs) of code-switching that were observed in the six high-school mathematics classes observed in an urban school in Harare, Zimbabwe. To discern deeper insights into the data, both descriptive statistics and in-depth qualitative analyses were employed. The systematic examinations of all six observed lessons yielded ten subcategories of SPFs of Shona code-switches occurring across the six lessons observed. Interestingly, some of the SPFs correspond well to within both established educational lesson discourse studies and bilingual classroom code-switching literature. The SPF presented here organically emerged from the data and were not predetermined, neither were they adjusted to align with any other pedagogical or code-switching subcategories. The results and interpretations are presented using well-supported distribution statistics and rich textual descriptions that are sandwiched with contextualized illustrative examples from the recorded teacher-talk.
