CODE-SWITCHING PRACTICES AND THEIR IMPACT ON ENGLISH LEARNING IN SECONDARY SCHOOLS OF MALAKAND

Abstract

The study aims to explore the use of code-switching amongst English teachers and students in the secondary schools of Malakand, Khyber Pakhtunkhwa as well as its impact on the process of English language learning. Most learners in Malakand speak Pashto at home, hear Urdu in school, via religion and through the media, and hear English quite exclusively in the setting of school and examinations. The consequence of this is that the teaching and learning in the classwork switches between English, Urdu and Pashto without any predetermined logic. The study uses a qualitative multiple case design with classroom observation and semi-structured interviews to English teachers and students to analyze thematically. The theoretical framework is the sociocultural theory by Vygotsky and the affective filter hypothesis by Krashen. The analysis indicates that code switching serves as a 'scaffold' for grammar, vocabulary and instructions, as a classroom management device, as a device for teacher-student rapport and as an emotional support for learners with low proficiency level. However, the analysis also shows that the constant and unplanned use of Urdu and Pashto also results in reduced exposure of English input and also the opportunities for productive use of English by the learners. The study posits that code-switching is appropriate, controlled and gradually reduced and that this will facilitate the learning of English, while its use when it is too frequent and without justification will make it difficult to learn English. Recommendations are made in teacher training, classroom practice, assessment and LEP policy.