An Analysis of the Positive Effects of Intra-Sentential Code Switching at Graduate Level in Public Colleges of District Kasur

Abstract

In a linguistically diverse landscape, code-switching has become a common linguistic phenomenon occurring frequently in Pakistani classrooms during the teaching and learning processes. Consequently, the current study delves into the intricate realm of intra-sentential code-switching. It expounds upon the positive impacts of intra-sentential code-switching and its constructive role in comprehending new concepts and text vocabulary within the Pakistani educational context. The review aims to shed light on how intra-sentential code-switching benefits learners and is employed by English teachers during lectures in the context of second language learning. To accomplish this objective, a quantitative approach has been adopted. The researcher designed an attitudinal test questionnaire based on the Likert Scale (1932), comprising 20 close-ended questions. Respondents for this questionnaire include intermediate-level students from various public colleges in District Kasur. The collected data is analyzed using SPSS (15.0) to investigate the positive effects of code-switching in the teaching and learning process. The study's findings disclose that intra-sentential code-switching serves as an effective tool for students in the acquisition of new concepts and vocabulary, fostering confidence and enhancing communication motivation in L2 learning. Furthermore, teachers consider it a potent means of creating an inclusive environment in Pakistani classrooms. However, this study recognizes the necessity of a well-balanced strategy in which the preservation of linguistic diversity aligns with educational objectives. Within the unique context of District Kasur, it underscores the subtle significance of code-switching in graduate-level education and offers practical insights for educators and policymakers seeking to maximize the advantages of linguistic diversity within the classroom.