ABSTRACT
The chapter presents a summation of the book describing the fundamental findings from the research that underpins this book. The case study’s conclusions are presented with of a summative discussion of the semantic pedagogical functions of the Shona code-switches in the observed mathematics lessons.
The chapter describes how code-switching is an undeniable reality within the classroom. These findings are assumed to have implications for the field of education, policymakers, teachers, and the STEM initiatives within the educational contexts. The research shows how code-switching can be initiated by the need to emphasize and outline given points as a follow-up with students and to understand how well they would have understood a given concept.
The study findings resonate with the literature and suggest that code-switching is not a simple classroom practice, but an insight into the relevant cultural, political, and sociopolitical perspectives describing the larger community. The chapter concludes by summarizing the potential functional implications of code-switching in STEM pedagogy and in bilingual, multilingual, and bi-dialectical educational contexts.
