Abstract
The use of code mixing, code switching and language borrowing is frequent in Pakistani classrooms especially when it comes to English language learning. The present study focuses on the ways in which code-switching/mixing or language borrowing is considered helpful in teaching/learning and investigates the issues related to language choice and use in bilingual classroom discourse. The findings reflect the role of L1 as a strategy and aid in the classrooms to enhance students’ learnability and teachers’ effectiveness in comprehension and understanding of the concepts. Keywords : Code mixing/switching, Language borrowing, bilingual classroom discourse
Highlights
Pakistan is a multilingual country where more than 70 languages including Urdu, English, and regional languages are used
English remained the official language of the country and English is taught as the main language and as a medium of instruction in Pakistani classrooms
Because of multilingual society the use of code mixing, code switching and language borrowing is frequent in Pakistani classrooms especially when it comes to English language learning
Summary
Pakistan is a multilingual country where more than 70 languages including Urdu (the national language of Pakistan), English, and regional languages are used. In this context, language use is a very sensitive issue and Urdu/English controversy has serious implications. Because of multilingual society the use of code mixing, code switching and language borrowing is frequent in Pakistani classrooms especially when it comes to English language learning. Traditional ways about second language learning were limited to medium of instruction, use of methodology and curriculum based practices. These days applied linguistics and ELT has revolutionized this field and bilingual classroom discourse is of vital importance. Code mixing and language borrowing are three major aspects of a bilingual classroom
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