Code-Switching in Pakistani English and Science classrooms.
Abstract
This study examined instances of code-switching by English and science teachers in Pakistani colleges. Twenty lessons (10 English and 10 science) were audio-taped and analysed using Gumperz’s semantic model of conversational code-switching. It was found that the most prevalent functions of code-switching were for reiteration and quotation. Code-switching for interpersonal reasons like addressee specification, objectivization and personalisation is nominal. Moreover, the reiteration function of code-switching seems translation which is mainly employed for ensuring comprehension. Other instances of reiteration are used for marking important information or instruction. Teachers mostly reiterated in Urdu and sometimes in Pashto to incorporate students’ input into lesson and/or to give students a friendly impression. The findings of the study suggest that codeswitching facilitates learning in classroom.
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