An Analysis of Code-Mixing at University Level in Peshawar: A Sociolinguistic Perspective

A Sociolinguistic Perspective

Abstract

The phenomenon of code-mixing, mixing of linguistic elements of two or more languages in a communicative context, is a common characteristic of multilingual societies. Code-mixing is the common phenomenon in multi-lingual setting of Pakistan particularly in higher education institutions where English is used as a medium of instruction. This study aims to explore patterns, functions and pedagogical implications of code-mixing in the context of teachers and students of Qurtuba University, Peshawar. The convergent mixed-method research design was adopted, which involved classroom observations, teacher semi-structured interviews and student questionnaires. The results show that code-mixing is pervasive and plays various important roles in the classroom interaction, such as improving understanding, aiding participation, clarifying complex ideas, and minimizing barriers in communication. After applying communication accommodation theory, the results show that teachers and students use linguistic convergence in making strategic adjustments of their language choice to reach communicative effectiveness and mutual understanding. While a few participants commented on the risk of over-reliance on native languages and how they may adversely affect English language acquisition, the results also indicate that code-mixing, when purposeful and strategic, can be a valuable teaching and learning tool in multilingual classrooms. The study makes a valuable addition to sociolinguistic research on higher education multilingualism by offering empirical data on the multilingual practices of Pakistani learners in higher education and emphasizes the importance of embracing inclusive language policies to reflect the multilingual context of Pakistani learners.

        Keywords: code-mixing, sociolinguistics, multilingualism, University Classroom, Pakistani Higher Education, Communication Accommodation Theory