CODE-SWITCHING IN PAKISTANI CLASSROOMS: A SOCIOLINGUISTIC STUDY OF IDENTITY AND PEDAGOGY

Abstract

This study examines code-switching practices in Pakistani classrooms from a sociolinguistic perspective, focusing on their relationship with identity formation and pedagogical effectiveness. In multilingual educational settings where English, Urdu, and regional languages coexist, teachers and students frequently shift between languages to negotiate meaning, express cultural identity, and manage classroom interaction. The study explores how code-switching functions as a strategic resource for explaining complex concepts, maintaining discipline, and fostering student engagement. It also analyzes how language choices reflect power relations, social identities, and attitudes toward English as a language of prestige. Using classroom observations and discourse analysis, the study highlights that code-switching is not a sign of linguistic deficiency but a purposeful practice that supports comprehension and inclusive learning. The findings suggest that recognizing code-switching as a legitimate pedagogical tool can enhance language learning and affirm learners’ sociocultural identities in Pakistani classrooms.