Exploring Identity, Patterns and Functions of Code-switching in EFL Classroom in Public Sector Universities

Abstract

Code-switching, the alternation of two or more languages in multilingual contexts during a conversation or discussion, is prevalent in English as Foreign Language (EFL) classrooms in Pakistan, especially in public sector universities in Sindh province. This study aims to explore the pattern and functions of code-switching in EFL classrooms and explore teachers’ professional role identities in relation to code-switching. To achieve the objectives and address the research questions, the study employed a qualitative research design. The sample size was five public universities in Sindh province and 10 English instructors were interviewed. Data were analyzed through three-step coding method: open coding, axial coding, and selective coding through MAXQDA 2020 software. The findings of this study indicated that code-switching is inevitably used, consciously and unconsciously, by students and teachers in EFL classrooms. Functions of code-switching were found beneficial for both students and teachers. Teachers found it a pedagogical tool in language teaching in EFL classrooms. Additionally, teachers’ professional role identities emerged through code-switching. The study contributes to the field of English language teaching and learning, and it will benefit the researchers in the field of code-switching and identity creation. Moreover, this article has been extracted from my PhD thesis titled ‘Identity, Pattern, and Functions of Code-switching in EFL Classroom in Public Sector Universities in Sindh Province.