Abstract
This study delves into the occurrence of bilingualism; specifically language switching or code-switching (CS), within the perspective and background of English as foreign language (EFL) classrooms. Code-switching alludes to the practice of switching from the target lingo i.e. English to an additional language- Sindhi/ Urdu during communication. The primary goals of the current research are to categorize various sorts of code-switching and to discern its functions in EFL classrooms. The empirical data for this study were procured through comprehensive classroom observations, involving the use of audio recordings as well as field notes derived from two distinct EFL classes. Outcome of the analysis revealed the utilization of three distinct types of code switching by both educators and learners: tag-switching, inter-sentential switching and intra-sentential switching. Consequently such forms of switching of codes were observed in various contexts within the classrooms. Additionally, the research highlighted a discrepancy in the occurrence and frequency of code-switching functions engaged by English instructors and their EFL learners across both classes. This discrepancy can be attributed to two fundamental rationales: social functions and pedagogical functions. In the social realm, code switching was identified as a means to (1) convey teacher admonishments, (2) solicit assistance, (3) aid fellow students, (4) respond to unsatisfactory student answers, and (5) foster informal interactions among students. In the pedagogical sphere, switching the codes was brought into being just to serve the following purposes: (1) reiterate or clarify comprehensible utterances that had been previously expressed, (2) assess students' comprehension of newly introduced vocabulary or expressions, (3) provide translations during lessons on grammatical features, (4) rectify personal errors, (5) elucidate misconceptions held by teachers, and (6) initiate questioning. In essence, this study sheds light upon the complex landscape of switching the codes within EFL classrooms. By discerning the various types and occurrence of code-switching, the prevailing study adds to a deeper perceptive of the linguistic dynamics, which underpin the teaching as well as learning process in bilingual educational settings.
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