CODE-SWITCHING, COGNITIVE LOAD, AND IDENTITY NEGOTIATION: A PSYCHOLINGUISTIC STUDY OF BILINGUAL YOUTH IN URBAN PAKISTAN

Abstract

This study investigates the interplay between code-switching (CS), cognitive load, and identity negotiation among bilingual youth in urban Pakistan. Drawing on psycholinguistic, sociolinguistic, and identity theory frameworks, it examines how frequent switching between Urdu and English while interacting with peers and in academic settings affects cognitive processing demands and how it shapes self‐identity. Data were collected from 120 bilingual youth (ages 15-20) in Karachi using a mixed‐methods design: (a) experimental tasks measuring cognitive load (reaction time, error rates in switching tasks), (b) self‐report questionnaires about frequency and contexts of code-switching, and (c) semi-structured interviews probing identity negotiation. Theoretical framework combines Cognitive Load Theory, Adaptive Predictability Hypothesis, and Social Identity Theory. Results show that more frequent inter-sentential code-switching is associated with higher cognitive load (longer reaction times, more errors), though many participants report that over time they adapt, reducing perceived effort. Identity negotiation data show bilingual youth view code-switching both as a marker of modernity, status, and group belonging, and sometimes as a source of conflict (e.g. between traditional familial expectations and peer culture). The study concludes that code-switching is not just linguistic practice but a negotiation of identity, mediated by cognitive factors; educational implications include structuring curricula to recognize switching and support strategies to reduce unnecessary cognitive burden. Limitations include the cross-sectional design, limited geographic scope, and reliance partly on self‐report. Future work should include longitudinal and neurophysiological measures.