CODE-SWITCHING IN NON-NATIVE ENGLISH TEACHERS’ DISCOURSE: A SOCIO-COGNITIVE CRITICAL DISCOURSE ANALYSIS OF UNIVERSITY OF SIALKOT STUDENTS’ PERCEPTIONS

Abstract

This study investigates code-switching in the discourse of non-native English teachers at the University of Sialkot through a socio-cognitive critical discourse analysis (SC-CDA). Employing a qualitative approach, the research utilizes semi-structured interviews with 15 items to examine students’ language use, code-switching practices, and their underlying motivations in classroom settings. Audio-recorded data reveal that code-switching serves specific communicative purposes, such as clarifying concepts, exemplifying content, and maintaining conversational flow. The analysis highlights contrasting perspectives between teachers and students regarding the social and cognitive roles of code-switching in educational contexts. Teachers view code-switching as a strategy to reduce language anxiety and enhance student engagement. In contrast, students believe that reliance on it may hinder long-term language proficiency, leading to potential drawbacks in language skill development. The findings suggest that code-switching, while facilitating immediate communication, poses challenges to sustained language learning outcomes. This research offers significant implications for English language teaching stakeholders in Pakistan, guiding informed pedagogical decisions to optimize language instruction practices.