CLASSROOM CODE-SWITCHING PRACTICES IN PAKISTANI UNIVERSITIES: A SOCIOLINGUISTIC STUDY OF ENGLISH AND URDU ALTERNATION

Abstract

This research paper describes English-Urdu code-switching behavior in university classrooms with reference to MPhil linguistics students of Quaid-i-Azam University. This study looks into the motivation of language alternation and how teachers and students view this practice in academic institutions. The study is placed in the framework of Gumperz theory of interactional sociolinguistics in which code-switching is regarded as a contextualization cue and Myers-Scotton Markedness Model which describes language choice phenomena in terms of social motivations. Data is gathered utilizing qualitative case study methodology, by way of classroom observation and interviews (semi-structured). The data indicates that pedagogical clarity, emotional discourse and social alignment are the major reasons of code-switching, meaning that the phenomenon is no longer associated with poor language proficiency. Rather, it becomes an intentional means of communication that increases comprehension and engagement. The research not only demonstrated the importance of bilingual practices in multilingual classrooms but also has a contribution to the language policy, teacher training and reconsideration of the fixed monolingual ideologies in the educational discourse discussions.