EXPLORING CODE SWITCHING AND CODE MIXING IN ENGLISH LANGUAGE CLASSES AT UNDERGRADUATE LEVEL IN PAKISTAN

Abstract

This research investigates the occurrences of code-switching and code-mixing in English language classes at the undergraduate level in Pakistan, specifically focusing on the teaching and learning environment at the Superior University Lahore. A diverse cohort of seven undergraduate students and teachers actively participated in the study, providing valuable insights into the linguistic landscape of English language classrooms. Employing a qualitative research design, the study utilized classroom observations, interviews, and surveys to collect data on the frequency, patterns, and contextual dimensions of code-switching and code-mixing. The research revealed a notable prevalence of code-switching and code-mixing in English language classes at the University of Lahore. Patterns emerged, showcasing instances of language alternation during different phases of instruction, encompassing teacher-student and peer interactions. Educators and students acknowledged the presence of these linguistic phenomena, attributing them to various sociolinguistic and pedagogical factors. The findings hold significance for educators, curriculum developers, and policymakers, shedding light on the intricacies of language use in the classroom. Understanding code switching and mixing dynamics is crucial for optimizing language teaching strategies and fostering a more effective learning environment. This research underscores the need for a nuanced approach to language instruction, acknowledging and leveraging the natural occurrence of code-switching and code-mixing. By recognizing the role of these linguistic practices, educators can tailor teaching methods to better align with students' linguistic repertoires, ultimately enhancing language acquisition and proficiency. This study sets the stage for further research on the implications of code-switching and code-mixing in diverse educational settings. Future investigations may explore the longitudinal impact of these phenomena on students' language development and consider the efficacy of specific pedagogical interventions. In conclusion, this research at the University of Lahore contributes valuable insights into the complex interplay of languages within English language classrooms at the undergraduate level in Pakistan. The findings serve as a foundation for informed pedagogical practices and inspire future inquiries into the evolving landscape of language education.