NAJEEB ULLAHRASHID RAHIM CODE-SWITCHING FROM URDU TO BRAHUI IN

SECONDARY CLASSES: A CASE STUDY OF GOVT

PILOT SECONDARY SCHOOL MASTUNG
By

NAJEEB ULLAH RASHID RAHIM ISHFAQ AHMED

2K17-ENG-39 2K17-ENG-29 2K17-ENG-47

ISHFAQ AHMEDBACHELOR OF ENGLISH

BS

IN

ENGLISH

DEPARTMENT OF ENGLISH

FACULTY OF LITETAUIRE AND LANGUAGES

LASBELA UNIVERISTY OF AGRICULTURE, WATER

AND MARINE SCIENCES, UTHAL, PAKISTAN
2022

2022
 CODE-SWITCHING FROM URDU TO BRAHUI IN
SECONDARY CLASSES: A CASE STUDY OF GOVT
PILOT SECONDARY SCHOOL MASTUNG
By

NAJEEB ULLAH RASHID RAHIM ISHFAQ AHMED

2K17-ENG-392K17-ENG-29 2K17-ENG-47

A Research project is submitted for fulfilment of the requirements for the

degree of

BS

IN

ENGLISH

DEPARTMENT OF ENGLISH

FACULTY OF ENGLISH

LASBELA UNIVERISTY OF AGRICULTURE, WATER AND

MARINE SCIENCES, UTHAL, PAKISTAN
 CERTIFICATE FOR APPROVAL

This research project entitled “Code-switching from Urdu to Brahui in

Secondary classes: A Case study of Government Pilot Secondary School
Mastung” submitted by Najeeb Ullah 2k17-Eng-39, Rashed Rahim
2k17-Eng-29 and Ishfaq Ahmed 2k17-Eng-47, has been accepted by
faculty of English Linguistics and Literature, in partial fulfillment for the
requirement degree of BS-English. This is an innovativeresearch and has
not been presented for academic rewards in any other institutions.

Supervisor
Ms. Shahida
Lecturer
Department English
Faculty: Languages and Literature
LUAWMS, Uthal, Balochistan

i
 CERTIFICATE OF APPROVAL

It is certified that content and form of Thesis submitted by Najeeb Ullah

2k17-Eng-39, Rashed Rahim 2k17-Eng-29 and Ishfaq Ahmed 2k17-
Eng-47,on “Code-switching from Urdu to Brahui in Secondary classes: A
Case study of Government Pilot Secondary School Mastung” has been
found satisfactory. We hereby declare that we have read this synopsis and
this synopsis is admirably sufficient in terms of scope and quality for the
award of degree of BS-English.

ii
 SIMILARITY INDEX

Najeeb U
by Najeeb N

Submission date: 10-Feb-2022 06:17PM (UTC+0500)

Submission ID: 1759237587
File name: Najeeb-code-switching_Research_1.docx (153.02K)
Word count: 10401
Character count: 57942

iii
 TABLE OF CONTENTS

Chapter Title Page No.

TABLE OF CONTENTS iv

ABSTRACT vi

1 INTRODUCTION 1
1.1 Background of the Study 2
1.2 Types of Code Switching 3
1.3 Tag-switching 3
1.4 Inter sentential Switching 4
1.5 Intra words-sentential 4
1.6 Intra-sentential switching: 5
1.7 Brahui Language 6
1.8 Statement of the Problem 7
1.9 Significance of the Study 7
1.10 Limitation of the Study 7
1.11 Research Objectives 7
1.12 Research Questions 7

2 LITERATURE REVIEW 8
2.1 Related Review 8
2.1.1. Teachers’ code-switching throughout a classroom 10
2.1.2. Student’s code switching 10
2.1.3. Concept of code switching: 11
2.1.4. Code switching in Pakistan 12
2.1.5. Significance of code switching 12

3 RESEARCH METHODOLOGY 20

3.1. Research Design 21

iv
 3.2. Target Population 22
3.3. Sampling Procedure 22
3.4. Research Techniques 22
3.5. Data Analysis 22

4 RESULTS AND DISCUSSIONS 23

4.1 Tag-switching, intra word and inter-sentential Code switching 23

4.2 Intra word, Inter sentential code-switching 24
4.3 Inter sentential, intra word sentential code-switching and code
mixing 25
4.4 Tag-switching, Intra word and Intra sentential code-switching 25

SUMMARY 27
REFERENCES 29

v
 ABSTRACT

Code switching process is the most beneficialpractice method for the teaching and
learning,teachers do code switching for different reasons in classrooms. The most
important element of this task is to figure out the reasons and the purpose of Code
switching. This phenomenon is used by teachers in Government Pilot secondary school
Mastung. This process is mainly concerned with bilingual and multilingual societies.In
Pakistan, the bilingual speakers have good opportunity to use two languages or more
languages simultaneously in same conversation. It is used for different purposes for
instance, trades, migrations, teachings and for other purposes which relate to this
phenomenon. Through this process people can easily convert and transfer their
Codes/messages from one language to another language. It can fulfil and make easy
every difficult concept. Code switching process is habitually used in classrooms where
the teachers teach various subjects. Teachers motivate and cooperate with students and
concentrate on the learning activities of whole the class if they use code switching. In
Pakistan mostly people are multilingual, and they have the competence to know
different languages. Researchers used the Edward winder observation method which
is based on recording and observation. It is observed in the class that teachers did code
switching in the class. And the students behaved positively when code-switching was
used by teachers in their lectures. Researchers studied and observed the three types of
code-switching. (1) Tag switching (2) intra sentential switching and (3) inter-sentential
switching. The result of the studyrevealed that the teachers used the code-switching in
classrooms to illuminateeverything and makethe students’ concept clear.

vi
 CHAPTER ONE

1 INTRODUCTION

Code-switching, refers to the use of national or international language in discourse

while communication. This is also defined as interchange concerning two or more
languages. Code-switching is getting consideration of people in present years. Slowly
and gradually, it spread and become more important phenomenon, it is considered a
highly focused activity. However, most of the present researches have been conducted
in reliable bilingual speech communities, rather than in the language classroom, which
this study will cover.

Code consists of rules of symbols, letters for relating through information from
exchange one person to another or one place to other. Code is the smallest unit as
morpheme, code is verbal element in linguistic or word can be considered a code as
well as the whole language is a code. A code maybe a language, style or variety of a
language. People use to communicate in a language through code. It is Necessary for
the people to choose a code while expressing thoughts and ideas in the conversation,we
call it a particular code. A particular language has register, dialect, style or verity. It is
a method of communication between two or more than two parties.

Code switching is an interchange in two languages and turns to prevalent when

multilingual speakers interact with one another as:

Code switching in Urdu language;

• Well done bro! aisay kam kartay raho,

• Wa kya song ay, wla khals ty.
• Sameer uses to cap, q k wo ganjah hai,
• Mje piyas lagi ay, machy dir ity.
• Uski appointment o gye ay,amody chugh an Xan krenay.
• Aap kahan gae thay? dakha dy a anty school a btanus?
• yhan sy dafa ho jaho. dary anty basus?
• Oh! Wo gir gye. chava tapi mas o?

1
This study is based on causes of code-switching from Urdu to Brahui in Government
Pilot Secondary school Mastung Balochistan, in order to know the interest of teachers
and students. And, to identify the role of code switching in the learning process of
students’ in classroom. This research guides some questions that what are the causes
of code switching and causes of code switching from Urdu to Brahui Language.

1.1 Background of the Study

In linguistics study “Code” first comes into use in the field of sociolinguistics. Code
means language, and there are several codes or languages which are presently used in
the world; every code has its own rules and regulations. (cf. Tabouret Keller 1995,
Auer (ed.) 1998) Sometimes speakers change and mix their codes with each other, this
process is known as code switching process. Occasionally, we use one word of another
language in a conversation or single discourse and utterance. In code-switching we can
put a phrase, sentence, in our talk. Code-switching is a practice in which two codes are
used in a sentence. This process usually occurs in different situations, such as in
classroom discussions at school, college and university level. Code- switching is “the
Juxtaposition within the same speech exchange of passage of belonging to two
different grammatical systems or sub-systems (Gumperz, 1982,:59) “Teachers do
code-switching when the dissimilar courses are taught and students fail to understand
what teacher delivers” (Norrish, Jo, (1997). Code-switching is defined as the “use of
two or more languages in the same conversation without a noticeable phonological
assimilation from one variety to another” Code-switching is a process in which
speakers use two varieties of languages.

Code-switching is a process in which two codes are used in a sentence simultaneously.

This practice commonly occurs in different circumstances such as in classroom
discussions at school or higher level of educational institutions. Code-switching is “as
the Juxtaposition within the same speech exchange of passage of belonging to two
different grammatical systems or sub-systems”(Gumperz, 1982,:59). “Teachers do
code-switching when the different courses are taught and the students are failed to
achieve the message what teacher delivers” (Norrish, Jo, (1997). Code-switching is
well-defined as the “use of two or more languages in the same conversation without a
obvious phonological assimilation from one variety to another” (Myer-scotton,

2
2006:157). Code-switching is a process in which speakers use two varieties of
languages. Individuals apply this process in many situations, such as schools, colleges,
universities and marketplaces. Normal utteranceof code-mixing and code-switching
might be arranged as in the following (Hammers and Blanc, 1990:149).

Code-mixing /Lx/ (LxLy)/Lx/ (LyLx)/Lx/etc.

Code-switching /Lx/Ly/Lx/Ly/etc.

1.2 Types of Code Switching

There are three types of code switching which are as follow.

1. Tag-switching

2. Inter sentential switching

3. Intra- word- sentential switching

4. Intra-sentential switching

1.3 Tag-switching

It is a slight kind of code which may contain a word or a group of words that are used
at the end of another language called tag code switching. (Poplack, 1980).Tag is
generally used for confirmation.

Some examples of tag code switching;

• Aaj aap so rahay thay, Xachtaves us?

• Lecture laiyna achaa hai, Joan af?
• Tum bahot ghoor sy sun rahay thy, bintavesa?
• Wo kamal ka banda hai, mka af?

Code switching is a process which is being applied in Government pilot secondary

school Mastung, Students get understand the lecture of instructors easily. Students
concentrate on lecture, take interest and understand very effortlessly.

3
1.4 Inter sentential Switching

Inter-sentential switching can be at clause or sentence level, like intra-sentential Code

switching. Inter-sentential switching requires an advanced level of bilingual
proficiency as it often entails the production of full clauses in each language. There
are some examples of intra-sentential switching (Poplack, 1980).

• jaho aaram karo, dam drenganus.

• Baz oray tamany,ab mje her hal me pounchna ay.
• Bhook lagi ay,chunko iragh as ary?
• Mobile ay tena iteva,yar mje Salma ko cal karni ay.

Brahui speakers habitually use to code switch from one language to other language
while interaction or in different events as market places, with friends, this process does
not only takes place in sentences but also in words , clauses or phrases. Such kind of
code switching Indies different ideas.

1.5 Intra words-sentential

Inter words sentential code switching concerns with the language interchange that
occurs within a word or a clause boundary. Sometimes, it includes mixing within word
boundaries. Code switching in this type occur within a word. There are some examples
of intra word sentential code switching (Poplack, 1980). In intra Sentential switching
the characteristics of one language is used to the words of another language.

For Example:

• Kne dary da istelah ay istemal kroe alav.

• Kne mobile istemal karoe ay wifi ay ty jor kr
• Nan garmi ty cheragh istemal kpana.
• Kne sabzi na salan warrik
• Hamid kankin Xali o safa aatav.

4
1.6 Intra-sentential switching

Intra sentential switching is type of Code switching, which occurs in sentences or in

clause level.

There are some examples of intra-sentential switching:

• Khalid tena putt aty chunak kry,q k os k bal baday ty.

• Mere mobile main charge nahi hai.yr jagas charge ken ty
• Sameer joano shekari sy,ha ye to uska mashgala hai.
• Tum such kah rahay ho, jae o dary af.
• Her bandgh oorr tun miling khoaik, q k wo khosh ikhlaq banda hai.

Code-switching is combination of two grammatical systems, (Gumperz, 1982:59) this

ability is commonly found among those people who are bilingual or multilingual and
this situation occurs during communication. Code switching will be clear to both the
listener and the speaker, and they easily understand each other. This kind of code-
switching process might discuss in groups or communities and it becomes easy and
useful when it takes place among different situations by people. This is a process of
mixing words or phrases in a sentence where two languages are together. Code
switching process takes place in writing and speaking. Monolingual students face some
trouble when teachers do not switch from first language to the second language. This
process is known as alternative of words and phrases in a sentence (Ayemoni, 2006).
Code switching often occurs in Asian countries and they are bilingual and on the other
hand, European countries like French, German, Spanish or Italian too. They use this
process in their communities and institutions. The process of code switching is widely
used and preferred in multicultural and multilingual communities. This process occurs
in the beginning of the sentences as well as at the end of the sentences. It happens
unconsciously during the conversation. This process is stunning and helpful. Where
students can effortlessly express themselves in English classes for the first time. Code-
switching is dominated in the field of teaching. Broadly defined and discussed, code
switching is the ability of bilinguals to alternate between their two languages at the
same time. (Anwar, 2007).

5
1.7 Brahui Language

Brahui language is spoken commonly in the central parts of Balochistan, the standard
district where Brahui language is spoken lies in a meager corridor connecting from
just south of Quetta through Nushki, Kalat, and Khuzdar to Lasbela. The area of Kalat
detaches the district into a northern part, Sarawan, and a southern part, Jahlawan,
reflected in the fundamentally ancestral divisions of the Brahuis: the Sarawani and
Jahlawani families. A couple inside parts in Sindh domain. In Iran it is spoken in the
Sistan of Balochistan region. Brahui language is spoken in Helmand and Nimroz
regions in Afghanistan. Scarcely Brahuis are also settled in Soviet Turkmenistan,
essentially in the Marv desert spring. (Reference book Iranica. 2018) Brahui language
has a spot with North Dravidian language family which is spoken around (1250 miles)
far from other Dravidian tongues for instance Talgu, Tamil, Malyalam, Karukh and
Malto. As demonstrated by a measure, there are around 3,000,000 people in the world
who convey in Brahui language. Sarawani, Jahlawani and Rakhshani are the three huge
dialects of Brahui language. Sarawani language is generally used in Brahui composing.
Jahlawani tongue of Brahui language is spoken in southern areas of Balochistan, the
dialect which is spoken in the Kharan, Panjgur and Chaghi district is called Rakhshani
dialect. Till post-explorer period in Balochistan there was no custom of including
Brahui language recorded as a printed copy, it has been used particularly as an oral
language, but a few works in Brahui had displayed before then, when Malik Dad
Kalati's book 'Tofatul Hajahib' was written in the eighteenth century. Afterward
(1950), a standard self-motivated improvement started when a couple of magazines
started appropriating articles and refrain in Brahui. Brahui language is being written
in the Persian style Urdu Nastaliq script. As of now all the Brahui books, papers and
magazines are being dispersed in the Persian substance. The British authorities
convoyed by their severe priests and Christian Missionary to change over the local
people of Balochistan into Christianity, in such way they made a translation of their
severe books into Brahui. The purpose for English authorities learning Brahui
language was to broaden their power onto people of Balochistan. These causes were
the beginning of a set up advancement where achieved start of book syntheses in
Brahui. The far off areas of Balochistan where Brahui is used particularly for
explanation.

6
1.8 Statement of the Problem

Code switching is the process of alternating between two or more languages, this
phenomenon is frequently occurring in District Mastung. Code switching occurs
during lecture when students failed to achieve the conveyed message properly, in
second language, therefore, teachers applied code switching while teaching in classes.
This study reveals that students were feeling good after using of code-switching. Code-
switching helps in those situations when two or more communicators share their ideas
and they change their codes with each other, from one language to another for the sake
of good communication.

1.9 Significance of the Study

There are many researches are significant because the code switching is being
practiced in Balochistan which have many causes and impacts. By the findings and
recommendation of this study, the ratio of the code switching from Urdu to Brahvi
Language can be measured.

1.10 Limitation of the Study

The research area is too broaden and it has many gaps to be researched, thus, the
researcher in this study is limited to the causes of code-switching from Urdu to Brahui
language in Government Pilot Secondary School in Mastung. To the concern that, what
are the causes of code-switching which is being practiced in a large ratio in Balochistan
but this research limitation is merely investigating the causes of code-switching from
Urdu to Brahvi especially in Mastung.

1.11 Research Objectives

1. To identify the reasons of code-switching.

2. To study the causes of code-switching from Urdu to Brahui language in Secondary
classes.

1.12 Research Questions

1. What are the reasons of code-switching?

2. How isthe process of code-switching used by teachers in secondary classes?

7
 CHAPTER TWO

2 LITERATURE REVIEW

2.1 Related Review

According to Khati (2011), Tima (2010), Kavaliauskiene (2009) and Nazary (2008),
Code-Switching is typicallyproducedas achange from one language toanother by the
speaker throughout the communication. Early explanations by Valdes-Fallis
(1978),utter that code-switching is associated in nursinguncertaintyof twocodes done
by communication, borrowing or combination of words. Gumperz (1982) considers,
code-switchingas a result of the association of twogrammatical systems or sub-
systems. The first language plays a major role insidethe sphereof teaching
formanyyears, students will certainlyunderstandlectures by victimizationof thecode-
switchingin classrooms. In multilingualsocieties Code-switching is taken under
considerationresults of language. It has beenfocused that the occurrence of code-
switchingis seen inside the framework of multilingualand bilingual
groups.(Muhammad, Mahmoud, 2013;and Rasul, 2013). It is theagreeable significance
in our current life to bootin cross culture manipulatethat iscommon in bicultural
communities in worldwide. Code-switching is usuallyusedin ESL/EFLcollege rooms
insidethe globepresently. And, pupils have optimistic attitudes on theapproachfor
code-switching of educators inclassroom(Abdolaziz & Shahla, 2015; Daretal, 2014).
The process of code-switchingis usedas a strength that handles the actions device and
assists teachersto bootupported social contexts. In the past, code-switching wasn't
thought-about subordinate in attention appreciated subject of scientific
researchstudies, however, it is anabundantresponse as a main fieldpresently. Also
Code-switching is determinedthe foremostreason of teaching; bilingual speakers share
easily their speech from one language to second language.

According to (Gross 1988), the results of the arrangement of code-switching is

naturally utilized by the bilinguals. Code-switching happens unintentionally by the
instructors and is used as a agreeable method in explaining headings, decoding trying
vocabularies, managing classes, giving establishment information and in diminishing
students' nervousness (Jingxia, 2010;Yao, 2011). Code-switching could be a offended

8
to supply low capable alternates with the possible opportunities to talk and further
develop understanding of the discussion (Ahmad and Juso_, 2009; Selamat, 2014). A
couple of teachers directed that code-switching is important to lessen nervous, restless,
and hesitant students similarly as replacements with low frivolity. Code-switching not
totally extends student's perception and usage of the material yet outfit a positive
getting the hang of including with the help of fine school student associations
(Moghadam, Samad, and Shahraki, 2012). Larger piece of ESL understudies inference
that they get benefit due to instructors' code-switching and it helps in learning a
language all through the accompanying framework (Nordin, Ali, Zubir, and Sadjirin,
2013). In a state of harmony with an assessment, sixty fourth (64th) of the students
offer a ton of significance the speakers administrative unit switch code over talk and
an enormous piece of acknowledge that code-switching boots and works with them to
recognize higher in tests (Alenez_2010).

The assessments coordinated that the informative level of the students accept a colossal
part to check correctness of code-switching as a learning method, for learners or low
ability deputies, as collaborator degree model. Code-switching could be a valuable
technique to watch out, beside moderate level students a great deal of target language
input is required hence, and code-switching is not included or responsive by their
speakers and students too. (Ling et al., 2014; Jingxia, 2010; Yao, 2011; Horasan,
2014). According to (Wardhaug, 1986:12) Code-switching is one among the many
terms talked in semantics: historical groundworksare the examination of language,
society, structure and moreover, the thinking language limits in communication. The
term code-switching is used in derivation.

On the other hand, S. D. Krashen (1985), ensured that the students' of L1 ought not to
be used inside the homeroom that extend the transparency of the goal language. The
great deal of the L2 receptiveness students get faster the students teach (Ellis, 2015).
Yatagan baba and Yildirim (2015) recommend that L1 mustnot to replace L2. A couple
of educators are of the evaluation that code-changing should to be used at beginner or
simple level absolutely and since the level advances, it should be restricted (Horasan,
2014). The students of division of English regularly have negative perspective towards
code-switching however, students from various workplaces have no bad things to say
(Rukh, 2014; Rukh, Saleem, Javeed, and Mehmood, 2014). Tsukamoto (2012)

9
revealed that students regard even more significantly to have monolingual classes to
build up their obtaining and Germanic language capacities and appreciated that the
classes have to to be driven in English however not check of L1. A couple of students
acknowledge that code-changing is authentically not a real due to succeed in their
achievement in attainment (Ling, Jin, Tong, Tarmizi, and Sahiddan, 2014).

2.1.1. Teachers’ code-switching throughout aclassroom

Code-switching happens in various forms like situational code-switching, Inter

sentential code-switching and informal shift. The aim of this study is to search
outwhether or not that code-switching technique is additionallya far bettertechnique
within that students areable toperceivethe numerousworryingthings through technique
of code-switching. Greggio and Gil (2007) states that code-switchingis additionallya
way withinthat code switches from one language toa novellanguage throughout a same
discourse or communication. Lecturersdon't seem to be invariably victimization this
development throughout a roomconsciously,however,this is alsoused unconsciously as
a results of lecturers switch mechanically one to a novellanguage throughout the
lecture. Code-switching technique is helpful during a teaching surroundings. Code-
switching technique is alsoahighlyaware able technique on the area of lecturers.
Speakersput on the makeoverof teaching overutterly andentirelydifferentcode. They
deliver their necessary data to the scholarsfor his or her clarity, this system is in
addition spoken as a result ofthe repetitive technique throughout a room. Teachers’
code-switch from language to a novellanguage to revealing the meanings to the
scholars. Student’s code-switch likewise language to focus on language, this systemis
mutually associated withlinguistics qualities and linguistics abilitywithinthe target
language and relationthings students’ expedient with native and for informative the
meanings by victimization and repeat target language.

2.1.2. Student’s code switching

Code-switching method is associated in nurturingeconomicstrategy in

variousaspects.Many students mayturn outproblems as a results ofthey are doing not
share asimilarlanguage. Some students during thisclassmay ignore and it's a
necessitythat everyone among students equally share a language in
classroom.Thispracticetakes place in skillsof communication, and this techniquemight

10
bea social interaction and communication of information. Attributable tocode-
switching people build informationfrom well-known to unknown. Gumperz (1964)
The Dominant language of Kingdom of Swedenis Swedish language whichthey teach
second language (L2). English in colleges is nurturing fromearly age; children’s
primary language is English, that they are educated in school. In national course of
study in Kingdom of Swedenfor everyparticipant that has opportunities in social and
cultural context. Professors develop a high level of English proficiency for
schoolstudents, speakers shift totally differentlanguages at intervals, same speech or
same spoken languageis termed code-switching (Butzkamm, 2003, p.29).
Presentershave to be compelled to be targetedon shift whichthey yield code-switching
between L1 and L2, every teacher optionsa different} approach of communication
whichthey even have different purpose of shift and everyonehas different meaningand
contexts. Code means, language and shift refers to the useof twolanguages at
asimilarconversation (Gumperz, 1964). Code-switchingskillmight be a development
at breaksthatalternating and transferring at pausesconstantspoken language, and
contexts between fully differentlanguages and complete switch between a pair
of languages in whole clause or phrase during avery sentence (Gluszkowsk, 2012).

2.1.3. Concept of code switching

Code-switching:is referring that the alternate use of twolanguages at same discourse

or discussion. (David C.S Li, 2008).Fischer (1972)made public thatcode-
switchingpractice happens, once a speaker World Health Organization is bilingual,
World Health Organization use over one language in associatepassing single spoken
languageat the clause level boundary. Codechangemight bea section of our manner
and it is collectively society’s methodthat isthe common in bicultural communities’
worldwide (Cook, 2001, kamwangamaly, 1989). This technique is applied for express
activities, discourse associated it uses and creates dramatic impact in a passing speech.
This performance is to boottargeted on parameter like intonation, loudness pitch level
(Aure, 1988, P.210). Code-switching technique,is utilizedas a tool of power and it
controls the action among participants, and lecturers collectivelydeemsocial contexts.

11
2.1.4. Code switching in Pakistan

There aretotally different teaching methods like associateaudio lingual technique,

Translate technique, and communicative, etc. Muslim Republic of Pakistanmay be a
trilingual country, all throughthatover seventy languages are spoken in many societies,
butUrdu has become a national language of Pakistan and English is in additiona
political candidate language. Presently, it's become a mandatory deal in education and
in privateactivities. (Ehsan Aziz, 2014). There are twoprocesses of code-switching and
code-mixing whichare largest evidences of English in Muslim Republic of
Pakistan(Rasul, 2013) Many students face countless difficulties whenthe message is
conveyed in English with audience. So, this development is veryhelpfulduring the
communicationfrom Urdu to English and English to Urdu in English space.
Monolinguals will not switch from one to another language but bilinguals will switch
code one to another.They modify code in another language like they translate in Urdu
language. Iranian use English in their everyday discussion, but they use English
throughoutan areathrough the teaching, so this methodology seamed wisefor faculty
students that sometimesthey felt issue or misunderstanding in one factor such a
condition this methodologyareveryhelpful(Baraondagh, 2013).

2.1.5. Significance of code switching

Language is one of the foremost factors in all communication methods which is spoken
completely in different activities Language is used in communication approximately
used by all people for communications, interactions in various societies. In Asian
countries the unit of measurementmany people are multilingual speakers, Pakistan is
too a polyglot and Urdu is the official language of Pakistan currently, English has
become ought to be compelled to everyone, in various courses like certificate and
language improvement progress etc. people chiefly applying methodologyof code-
switching in their speeches and switch from one to a uniquein line with(Stern, 1992),
“Code switching is the follow of alternately ill-treatmenttwo of languages”. Differing
kinds of code-switching are mentioned, intra-sentential code-switching, inter-
sentential code-switching and tag switching. Code-switching wasn't an important
subject of researchin past study butpresently, it become a plentyof concerned. Code-
switching could be the foremost functions of teaching, it's essentially used in bilingual
classroomto know the context.

12
The study of code-switching is achievement of second language. In code-switching
the bilingual has same information and he or she he merely switches code (Clyne,
2003). Cluster of bilingual classroom of French throughlecturersunit of
measurementtransfer their message through code-switching and this method of teacher
clear their massage from one to in another language. English is utilized in
variousinstitutions and it's become more than enough for everyone. Whereasnot
attainment of higher education is notrealizablethus in manyfaculties. English has
become an important language for instruction. This methodologyis usuallybeing
applied in Republic of Pakistanwhere students grasp altogethercompletely different
languages but Urdu is an officiallanguage and that’s why students and presenters feel
comfortable in classroomsto assumeand do code-switching. Code-switching would be
in variousforms like situational code-switching, Inter-sentential code-switching and
Tag-switching. The investigator aim of this study to go looking out whether or not
code-switching practice is the most effectivemeans thatin students unit of depthable
tounderstandmanyrobust things through approach of code-switching or not.

Methodologyof code-switchingis assumed as language contact and mixingof

twolanguages at same time. Code-switchingmethodology is in additionreferred to as
the borrowing on lexical and grammarlevel. (Poplack, 2004). Code-
switchingmethodologyis utilized by either faceby students and professors (Borlongun,
2009). This methodology has basic and important functions that unit of
measurementveryessential in learning setting (Qing, 2010). Sometimespeakers switch
the topicthrough the lecture, switch perform teacher or students repeat their code.

The use of regular language in learning has been an unfair area of interest for scientists
for a long time (Khati, 2011; island, 2010; Kavaliauskiene, 2009; Nazary, 2008).
Code-switching is sub-unsurprising result of language contact especially in bilingual
social orders. The applied etymologists have consistently been concerned with respect
to the event of code-switching in bilingual and multilingual settings (Muhammad and
Mahmood, 2013; Rafi, 2013; Rasul, 2013; Cook, 2013; Gulzar and Qadir, 2010; Sipra,
2009).Training ways that like, direct expertise, specialized technique and open
showing framework think about regular language an disorder for learning the
subsequent language and accept it should be kept away from (Harmer, 2001). On the
voluntary hand study has laid out the established truth that the use of regular language

13
while showing second language is not any masses of thought about a negative
improvement rather it should be consolidated at extents the varsity rooms (Cook, 2013;
island, 2012;).Hall and cook (2013) select to utilize the expression "own language"
than normal language or L1 as in language study hall shared language may not be their
language. English and Urdu have consistent for a long time at spans the sub-mainland
hence English stands firm on a tough situation (Rafi, 2013; prophet and Mahmood,
2012). Code-switching "may be anobservable phonetic turn of events and regular side-
effect of language communication and advancement" in Pakistani society (Mushtaq
and Zahra, 2012) (p.428).

Code-switching and code-blending unit of estimation explicit verification of the

hugeunfold of English in (Rasul, 2013). Creeks and Donato, (1994) calls attention to
that Code-switching may even be viewed as a usable device accordingly on work with
country educating and learning technique at the motivation level, quite where it is
capacity being acquainted with the understudies residing in multilingual talking
conditions. At a reasonable level, review have unarguable that the L1 can serve style
of objectives for students of English as a second or unknown dialect, along the
superiority of creating ways that habits to deal with make a hazardous assignment a
lot of practical, a benefit in accomplishing compelling and useful advancing so on little
by little become capable English speakers, and accomplishment and keeping up with
interest at stops the undertaking. Analysis has what is more recognized that L1 code-
changing licenses students to zero in on the objectives of the task and absolute manners
by which to deal with explicit issues. Consequently, from a more extensive degree to
a smaller one, code-switching can help English students in put down alia (1) task the
directors through L1 conversation in regards to yet the job should be finished; (2) task
explanation through L1 conversation in regards to the which infers of the undertaking
brief and directions; (3) jargon and which deduces through conversation in regards to
lexical contrast and meanings of words; (4) phonetics through conversation concerning
linguistic focuses. Anton and DiCamilla, (1998), Storch and Wigglesworth (2003),
youngster and Lapkin, (2000) and Wood, Bruner and Ross (1976) examine that L1 use
as a piece of showing English as a second or unknown dialect not the only one helps
students at stretches the strategy and finish of the assignment, however,it also makes
an area for students to give each other help and work with to the completion of the
task. From this social and passionate perspective, students' sincerity to code-switching

14
at the essential phases of learning Urdu as a second or public language helps with
making satisfying setting because of the capacity to enough grasp the educator's
scholarly contribution with a miniature low endless amount of comfort. Also once they
are fine with the setting, with none inessential tension because of starting daily
encouragement.

As indicated by Hoffman (1993), Code-switching most broad portrayal is that it

incorporates the speaker's use of two dialects at spans an indistinguishable
correspondence or all through indistinguishable discourse and the straight out that each
word has been verbally expressed have their positive recommends that why people
switch their language. One in everything about essential qualities of a multilingual or
a bilingual is expected as code-switching. As per Muhammad younas, Muhammad
Afzaal, Uzma Noor, Samina Khalid, and Swaleha Nagvi (2020) the capacity to
practice from code some to an exceptional language is expected as code-switching and
he furthermore referenced that the man creation of blended language code varieties is
usually excogitate code-switching.

Code-switching; likely could be a term in phonetics that at first arose, Hans-Vogt's

(1954) survey of Uriel Weinreich's language concerned (1953). In Asian nations, code-
switching is subordinate in having wild and unavoidable phonetic advancement of
bilingual or trilingual talk rooms. Since the 20th century code-switching has been
perceived and when the main observable idea eye-getting the bilingual examination;
was recorded Ronjat (1913) and later Leopold (1939-49).

Farhana Tabassum (2020) referenced that code-switching history show at halts the
years (1950) and Nineteen Sixties and remember to be delicate and side-line matter.
In phonetics the notability model likely could be a hypothesis that was arranged via
hymn Myers-Scotton is one record of the social truth inspiration for code-switching.
This model holds that speakers use language choices to list right and commitments
(RO) sets, the theoretical social code employable between members in a cooperation
(Ronjat 1913 and Leopold 1939-49). Code-switching use in old time on paper was by
Lucy Shepard free-land in his book language of the sierra Miwok in (1951),
mentioning inborn individuals of American state. Anyway code-switching is to be
thought about an inadequate utilization of language by numerous alternates in nineteen
forties and nineteen fifties. Code-switching has been regarded by numerous substitutes

15
as a characteristic and early result of trilingual and bilingual language use since
eighties. The use of code-switching is regularly settled to similarly stable two dialects
casual blend to boot code-switching. It shifts among assortments of languages or
registers with the oversight of entrances. The term code-switching is utilized and to
wader numerous writing understudies utilize the term code-switching for explanation
of abstract styles that embrace components of one language as in novel by chines yank,
Anglo Indian or Latino essayists.

Code-switching is to flag some method of normality and to frame understanding with

the speakers, standbys stretch the talk rooms hence shift code at an exceptionally
mindful level (Chowdhury, 2012). As indicated by Gumperz (1982) the presence of
code-switching as "we" code (P.83). This compelling and intelligent technique will not
limit the mental weight of the replacements. (Chowdhury, 2012) states that found the
code-switching assumes a positive part in language address rooms. It is adjusted keep
discipline to educate the understudies for differed assignments, to direct them or stand
out for them towards a significant issue to comprehend the ideal effect (Chowdhury,
2012). Code-switching is a decent instrument for gigantic talk rooms where the
understudies from various financial foundation and drive etymological bulk end up
fulfilling and hope to understand, know consideration and cause them to comprehend
various things (Chowdhury 2012). Not the only one this, can serve significant
passionate performance in language talk rooms where teachers will act with their
stand-inssuccessfully (FlymanMattsson and Burenhult, 1999). Such a helpful practise
can work with alternates with low capability at stretches the second language to remain
pace with their fortified partners (Chowdhury, 2012; Ahmad, 2009; Flyman-Mattsson
and Burenhult, 1999).

Chowdhury (2012) observed that the understudies with least openness to English face
pleasant issue in changing at tertiary level so they might benefit from outside input by
the educator's shift to semantic correspondence. Instructors change code to reduce
issue in probing example and make them comprehend and present a defence for refined
thoughts (Chowdhury, 2012; Flyman-Mattsson and Burenhult, 1999). In accordance
with Saddhono and Rohmadi (2014), consequently on balance language abilities of the
understudies the educator understands the need to change code along these lines, as

16
they will get him/her all through a superior approach. Speakers to wader change code
to revise terms and ideas, and present new theme (Chowdhury, 2012)

Code-switching is known as secondary in tendingaccustomed development seen in our

areas as we havean inclination to board trilingualcommunities, however, code-
switching happens once we have a tendency to use two or extralanguages endlessly
and interchangeably throughout a speech communication. Liswani Simasiku (2016)
samein his article that code-switching usage is notalone plain butto boot example in
schools, wherenation language is being learned and used at an identicaltime as a
medium of instruction. Chowdhury (2012) mentioned that in language classes, code-
switching plays a positive role in land and additional. He says that whenever the
studentswish the teacher switch to the linguistic communication of the students for the
requirement of the context and thus the course at intervalsthatlecturers are teaching.
Sara Johnson (2013) states that bilingual communities code-switching, may well be a
development wherepeople have the possibility to use two or extra languages to talk.
Secondly, she says that if we havean inclination to measure,capable and speak one
language then code switches areaccustomedtheir language as resources to hunt out
higher ways thatto convey which suggests. In addition, she claims that code-switching
may beusually recognized developments in Pakistanand thusthe scholarsswitch
language from English to Urdu or the differingcommunicationor a majority of the
teachers for many reasons to realizevariousfunctions.

Muhammad Younas, Muhammad Afzaal, Uzma Noor, Samina Khalid, and Swaleha
Nagvi (2020) printedcode-switching as a communicative technique in the mainusedby
ESL. Speechmakersof World Health Organization catch one language to point outnon-
native English speakers; English as a second language and to boot regarded that the
necessary purpose of code-switching is to change bilingual once in one language does
notsatisfy to convey the message clearly to the observer and readers. Second, they
bootexpressed that the individual World Health Organization is speaking takes the help
of the second language to on the far sideany doubt convey their message then they are
available, the firstlanguage they already speak. Third,theysaythat code-switching got
to be followedat intervalsthe area as a tool by lecturers that preparedthe studentsto
knowthe technical and unclear sections of ESL lessons.And,additionalthey unveiled

17
that code-switching contributes to a positive outcome on theregionof scholars and
buildup a friendly setting at interval area.

Dr. Muhammad Fareed Dar, Huma Aktar, and Hamna Khalid (2014) steered that
Pakistani students are incapable to accumulate communicative ability in English that
is the clarificationcode-switching from English to Urdu has become a demand of the
students even in Germanic language area. Secondly, they mentioned code-switching
from English to Urdu by the teacher to helpthe studentunderstand difficult ideas, to
clear the words and to gift examples or to mix and at intervalsidenticalmethodology.
He jointlymentioned that for the student's demands and needsto be supported student-
teacher code-switching reason. As Sara Johansson (2013) mentioned in her article that
teacher deityexplained that English is thatexclusively language that is allowed once
they lay to rest at interimsthe area. Secondly, she stated that Cala is alsoan instructor
she solely permits English in her area and Cala said that students would possibly
notice, it is effortfulbut she generallysaid to her students,they willspeak Swedish
during the course of the break. Third she declared another teacher heath, global
organization agency was most clear relating to code-switching but she didn't provides
a transparent answer that what is her ideasrelating to code-switching.

However, she saidthe utmostquantity as potential English need to be used but she
saidthe very fact is that English is not my tongue neither is that the student's tongue.
Therefore, she saidwe tend to,neverare clear at intervalsof the second language as we
tend to,are clear in our maternal languages and at
intermissionsidenticalmethodology.Heath disclose her reason of code-switching to her
defect at interludesthe target language ability once it involves code-switching,
andgenerallyshe feels too tired and gets angry she accidentally switch to Swedish
further the teacher explains that when she talks relating tosensitive subjects in
Swedish.

Dias Astuti Cakrawarti (2011) mention that during a day totally different state of
affairs people interaction with one another and choosevaried codes for communication.
And for every one picking outa style ofcode makes a communication or a themeeasier
to discuss. In addition, he stated that generally, a speaker feel comfortable and
unengaged todeliberate her/his feelings and emotions in another language that isnot
his/her everyday language.Apart from Hoffman (1991) detailed that a personalglobal

18
organization agency is also a bilingual to varytheir language because ofmanyreasons.
Hoffman (1991) is of browsethat there are certain topics or specific points wherewe
are going togo toward code-switchingas per demand.

According to Hoffman (1991) once a personaldesires speak torelating tospecific topic

then he/she switchesher language to convey his/her messagethereforeonassociate
degree improved methodology. Distant from this he mutuallysaid that one in allthe
reasonsof code-switching is quoting somebody else; it just suggests that plenty of
generalspeakers switch code to quote a famous spoken expression or expressionsof
someone ofwell-known figures. However,Chowdhury (2012) talk about that one in
all,the reasonsof code-switching are that they switch to the tongue of the students,
whenever it would really likefor faculty students or would really like of the context at
intervals. With the exception of this Hymes mentioned in his article that notentirely
between a pair oflanguagescode-switchingoccurredbutmutuallybetween the mixtures
of language or speech trendinvolvedin one language.

19
 CHAPTER THREE

3 RESEARCH METHODOLOGY

This chapter discusses the research method that we conducted. We adapted amethod
using different materials, tools, population, samples, and techniques. This research is
based on qualitative techniques, for the reason that the research expresses a positive
attitude among teachers and students. We used three types of Qualitative data
collection; Classroom observation and Audio records.

This study concerns the causes of code switching processes between bilingual and
multilingual classrooms such as, In the Primary, Middle and High schools, where this
processes have been designs in classroom situation. Through observation and voice
record, we noticed code switching and reasons of code switching taking data from
various classroom during the class. Data collection method and tools for the purposes
of this research, or study in depth observation were used in schools. In depth
observation are personal and structured observation, this study is focused on the
environment of classroom and activities of their languages and problems of classroom.
The main objective was to identify participant’s emotions, feelings, and different
opinions regarding a particular research method. The main advantage of this study
through observation wasthat many things were noticed from teachers and students
activities in classroom. Researcher gets more positive points, views about the code
switching. Classroom activities, observations and recording different teachers and the
way of teaching and motivation through this phenomenon. This skill has successful
development in a way of learning. Researchers and participants both, having a direct
and personal contact, and as observer insuring all skilful methods in observation.As, a
Good observer must keep have this ability and researcher developed successful skills
to know everything of participants. Techniques: Observation is the most important
tool/ type of research; in which researcher observe all activities, ongoing behaviours.
Observation has two types, participant observation and non-participant observation.

20
3.1.Research Design

The study used a mixed research design. This method comprises of collection and
analysis of qualitative elements simultaneously to merge data to interpret final results
and conclusions (Snelson, 2016). Both types of data have identical importance for the
understanding of research problems. Interviewed participants were chosen randomly
for qualitative data. The data is analyzed in the mixedresearch design is done in three
separate and diverse stages (Small, 2011). At the first stage, the qualitative data is
evaluated individually to answer the planned research questions. Then qualuitative
data is analyzed alone to explore the projected research questions. At the last stage,
both separate data provisions are merged to classify content and analyzed. The study
aimed to bring results from opinions shared by targeted population (Creswell, 2014, p.
44).

The nature of this study is descriptive. Descriptive data are usually collected using
close-ended questionnaires, through survey studies, personal interviews, and
observations. The research aims to explore the reasons for teachers’ active
participation in politics and its impact on their educational outcomes (Creswell, 2014).
Mixed methodologies inquiry continued to gain recognition in social and natural
sciences in academia (Curry and Nunez-Smith, 2014; Tashakkori and Teddlie, 2009).
In mixed methodology, the researcher collects and investigates qualitative and
quantitative data at the same time in the same study (Creswell, 2014). Mixed approach
investigation is well-defined as the collection, inquiry, and mixing of qualitative
records to provide a complete understanding of a research problem (Brierley, 2017).
The scholars combine features of qualitative approaches for the comprehensive
purposes of broad and deep understanding and reasoning (Almalki, 2016; Hong et al.,
2018; Shannon-Baker, 2016).

Qualitative phenomenon is descriptive it applies exploration through words rather than

numbers (Johnson et al., 2007; McLaughlin et al., 2016). In qualitative research
method researchers interview respondents to know personal insights to make sense and
collect data without statistics and analyse words in codes or themes.

Mixed methodology research comprises the data collection and investigation of both
quantitative and qualitative methods to conclusions. In a single research investigation
combining interviews and questionnaires brings composed advantages of knowledge

21
connected with two separate research methods. The influence of mixing both methods
provides a comprehensive picture of research motivation which discourse a variety of
research questions (Brierley, 2017; Leppink, 2017; Moseholm and Fetters, 2017).

3.2.Target Population

This research study is mainly focused on Government Pilot Secondary school district
Mastung. In Mastung city, teachers in all schools are bilingual or multilingual, and
mostly students are Brahui speakers but theyuse tospeak Urdu language. By this
process, students learn new things and could pick up each idea easilywhich is difficult
to get new information of various subjects.The researchers found 6-8 SST (General
and Science) teachers of school where four of themwere agreedto allow scholars to
observe in the class and record the lecture.The researchers collected data of various
subjects from various classrooms. Teachers were co-operative to their students during
the classes,as a result,students seemed to be achieving everything easily in the
classroom from their teachers.

3.3.Sampling Procedure

This type of observation is introduced by Edward Winder. This study is also concerned
with were collected through observing the conversation and audio recording. In this
type of observation, the observershave interested in involving them in various
activities.

3.4.Research Techniques

The audio recording and observation procedure wereused to collect data from the
concerned respondents.

3.5.Data Analysis

Data are discussed in a descriptive form and the collected data are discussed in words
rather than statistical forms.Thequalitative method of the research is used to collect
data .The collected data arediscussed in descriptive form.

22
 CHAPTER FOUR

4 RESULTS AND DISCUSSIONS

The population of the study was limited inGovernment Pilot secondary school
Mastung. Teachers and students both were consulted for the study of code-switching.
The data of this study was collected from Government Pilot secondary school
Mastung. The data for this study were collected from school teachers. Four participants
were selected fromGovernment Pilot secondary school Mastung. There were 4
teachers who agreed and the data were collected from them. The researchers collected
data from the teachers. The activities in the classroom and the performances and
attitudes of the respondents were observed during the lecture. Data were collected
through observation. This study is based on qualitative research method. In code-
switching, analytical model was applied which is known as sociolinguistic approach;
this approach has examined the different aspects of language in bilinguals and it also
described that how bilinguals and monolinguals differ from each other.
Communication, verbal interaction and syntactic representation or creations are
addressed in this grammatical approach to the study of code-switching. In code
switching verbal interaction, communication, lexemes and all other aspects of this
model are used in conversation among teachers through code-switching. Sometimes
teachers just include one or more lexemes of other language in a sentence so it’s mean
it becomes code-switching process of bilinguals (Saleemi, 2003). After observation
the data was analysed that how many time teachers’ shifts their codes from one
language to another means Urdu to Brahui and Brahui to Urdu language.

4.1 Tag-switching, intra word and inter-sentential Code switching

Participant (A) in 9th class (Section A) of Government Pilot Secondary School

Mastung, used code-switching.The teacher used to teach Urdu grammar subject to
students, write on the black board, (Jamhuriate kya hai?Raise your hands. Some
students understand the question but some of them failed. Teacher asked one
studentnee paa the pupil answered the teacher “aesi hukumat jo khudmukhteyar ho”
ok beto. Another student asked the teacher, sir! Jamhuriat ant asy? aasan alfaz me
btae,(What is democracy? but in simple wording). Firstly, teacher answered in Urdu

23
“jamhuriat aik aesi hukumat hai, araty nan tena rehnuma ya leader ty assembly a
quom ana khizmat ky rahi kena. Yeh hukumat awam ki raey se banti hai”. He further
elaborated the meaning in Brahui to clarify its meaning and remove misunderstanding
wherestudents felt difficulty. He used code switching process Urdu to Brahui. Teacher
asked the students “ab samaj aya,po mtavery ty?Here teacher used tag code-switching
for confirmation. After this teacher asked a student “jamhuriat smaj aya, ant asy?The
student answered the teacher “anuno hukumat as, jis me awam ko haq mily”. Teacher
replied “bahot khoob, anun jwb ity”. This type of code-switching occurred between
students and teacherin the class. Teachershave to use such types of teaching techniques
in which students feel ease and they make their concept clear. If students feel
complexity in any subject so they can ask again and again without hesitation in their
native language.

4.2 Intra word, Inter sentential code-switching

Participant (B) in 9th class (Section B) of Government Pilot Secondary School

Mastung,taught students English grammar in the class. In this subject teacher used
code-switching while teaching the students.Topic: Noun and its kinds. Teacher started
teaching “noun” to students, writes on the black board, what is noun? Bachon noun
kya hai?Dair paik?One student answered the teacher, chezon ke name ko noun kehty
hai. Teacher moved a head “Kisi b chez k name ko noun kehty ay. Bachy ap nay sae
btaya. Her gera na pinny noun para”. Teacher first asked the students about noun in
Urdu later questioned in Brahui (Dair paik?). The code-switching is occurring on
clause and word level in the speech. Students “proper noun kis ko kehty hai? Ahmed
nee inn board ay saf kar. Teacher writes on the board, Proper noun is the name of
proper person, place, animal or thing. Example, Quid-e-Azam, Quetta, Deer. Pencil.
Then instructor translated all the written words for students in Urdu. Proper noun kesi
khas chez, jaga k name ko kehty ay, dun ky, Quid-e-Azam,Qalam, Quetta. Dsa poo
masury ism khas ay.

24
4.3 Inter sentential, intra word sentential code-switching and code mixing

Participant (C) in 10th class (Section A) of Government Pilot Secondary School

Mastung, Teacher taught the students Physics. In this subject teacher used code-
switching while teaching the students, because this was observed that students faced
difficulties in the understanding of this subject. Teacher started teaching to students
(simple harmonic motion). “Bacho, simple harmonic motion anty para? Koi bta sakta
hai? Hath upper krain. Kesi ko b nai pata! Acha tek.Da asy vibratory motion na qism
asy, jis me jism kaacceleration asra k wasti nukat se displacement directly
proportional, marek aur acceleration na simth amesha wasti had ana kunda marek. In
this sentence,it is obvious that the participant (C) was switching and mixing the code
in discourse. Teacher was using the code-switching from Urdu to Brahui and mixing
the code with English and Brahui. The code switching was happening on word and
phrase level. The jargons were not being translated in any language but they were
being used as existed in physics or another. In this lecture researchers found that
teacher was using code switching and mixing involuntarily, due to toughness of
subject. The code automatically changed into Brahui language.

(Simple harmonic motion k herkaat ki khasiyat).Simple harmonic motion k tehat

herkat karne waly ijsam amesha, asy position asana damon aemon an herkat kera. The
participant (c) first identifed the heading that was (Simple harmonic motion k herkaat
ki khasiyat) after identifying, he used Urdu language in the class. He said, simple
harmonic motion k tehat herkat karne waly ijsam amesha, asy position asana damon
aemon an herkat kera. It can be noticed in the sentence that the code-switching is being
used on clause level and also with rare use of code-mixing.

4.4 Tag-switching, Intra word and Intra sentential code-switching

Participant (D) in 10th class (Section B) of Government Pilot Secondary School

Mastung, started teaching to students’ Urdu subject in the class. In this subject teacher
used code-switching while teaching the pupils. Trainer started teaching to students
(Urdu qawaid k do istelahat). “Bachoistelahat me (1) kenaeya aur (2) zarbul misl.
“Kenaeya woh hai jis me ham isharon me bat karty hai. Der paik tareef ay kenaeya
na, ok ap btae saleem (sir, alfaz me ishara karna) tuls. Acha pain kas? Teacher may,
Gi, bachy aap btae, (student) sir!Mathal khalesa kesi ko ishara kren, imdad aap jae

25
chalk lae jaldi beta, der an atev sir? Pion an. Acha ab ham aagy chalty hai“Akbar k
bal sufaid o gye ay lkin usy bat karne ka salika nai aya”. It means Akbar has become
old but not mature.After Urdu, instructor used Brahui language for provision of
understandable examples.Teachersaid “jab koi banda bara o jae lkin pir b bachgana
herkat kary, ood nan pana, Akbar k bal sufaid o gye lkin bat karne ka salika nai aya”.
Here the code-switching and code-mixing are occurring in the discourse. When
someone becomes mature or adult but still practices stupid activities. The
instructor’scode changed automatically in the speech and used the native language.
The native language use, presented a positive aftermath in the class.

Zarbul misl,me hm bari danai ki bat karty hain ya danai ki bat hota hai,dun k nan
pana “zban e khalq ko na kar e khuda samjo”. For instance, Ahmed bekar Shakhs ay,
sara sher usy bura kehta hai, anty k para kul ana twar, bacho!Haqeeqat par mabni
hota hai.While teaching to the students, instructor first used Urdu language in
thediscourse,(Ahmed bekar Shakhs hai, Sara sher usy bura kehta hai.)and alsoused
code-switching with rare use of Brahui language, such as (Ahmed bekar Shakhs hai,
Sara sher usy bura kehta hai.Anty k para, kul ana twar, Bacho Haqeeqat par mabni
hota hai.).

“Apna apna ghair ghair” apna jaisa b ho ghairon se acha hota hai. Mafak jaon?
Studentsreplied, Marek.Apna jaisa b ho behtr hai, Apnon ki qadr krain,danak para,
tena sakti ty salik.The teacher used another quotation from Urdu language gradually,
provided examples to studentsin Urdu (Apna jaisa b ho behtr hai, Apnon ki qadr krain)
and the coachprogressedcodeto Brahui language, said to students (danak para, tena
sakhti ty salik). The Urdu and Brahui examples are conveying a clear meaning, used
simultaneously in the communication. The teacher used samples from both languages
to make students well-known about the topic. In second quotation, Teacher used tag-
switching (mafak Joan?) The students replied to teacher, marek, here the instructor
is confirming the students whether own relatives are good or not by using native
language. The students in response used lexical code-switching.

26
 CHAPTER FIVE

SUMMARY

Code switching (CS) process is anadvantageous, co-operative and attractive process

which is used among bilingual and multilingual community members.This
phenomenon does not occur in one or two languages but every language is involved in
this occurrence, many are from primary level students where the teachers do not use
Urdu language. Theyarenot able to understand complete concept of teacher in Urdu
and English language. We are not sure that every individual prefers this code-
switching because many students of English and Urdu medium may not agree that
teacher do code-switch from target language tonative language.Because, they have the
ability to understand everything in Urdu and English language. Many students feel
difficulty when teachers do not switch target language to native language.Sometimes,
teachers and students both feel difficulty to pronounce or understand the context of
passage. Students feel more difficulties in English and Urdu because they do not have
strong proficiency in second languages. People do switch codes and alternate in words,
phrases, clauses and in sentences. It occurs in different situations; people can speak
multi languages at same time. This process develops different ideas and it helps
increasing vocabulary in two or more languages. It could be very helpful and solve
students’ difficulties which they usually face in teaching space. There are numerous
scholars who have their perception in favour ofcode-switching. They also
havesuggested that the teachers do not force the students to use target language rather
than native in classrooms.Whenpupils failed to understand the concept and idea in L2,
it becomes mandatory to switch code. Code-switching has many positive aspects. In
Pakistan almost people are Bilingual and multilingual, they can easily switch from one
to another language. Brahui speakers switch code Urdu or English. Balochi speaker
switch code from Balochi to English and Lasi speakers code switch from Lasi to
Urduetc. From this research conducted in Government Pilot Secondary school
Mastung, researchers observed that low level of students were able to pick up the ideas
by code-switching. However, teachers rarely code switch to convey the message for
reasonable understanding. Teachersought to appreciate their students to practice code-
switching when they face difficulty during the class. Teachers used Code-switching
phenomenon fromBrahui to Urdu language, and also providedrightto students to use

27
theCode-switching. The findings of this study are very decent. In Government Pilot
Secondary school Mastung, ordinarily teachers use this phenomenon, consciously
andunintentionally. In this research, teachers taught English and Urdu subjects and
usedcode-switching. The observation and recording techniques were used to collect
data from different SST (Science and General) teachers. Researchers also noticed all
the activities of the teachers which were under the study of the research. Mastung is a
vast district where students of primary and middle schools come to high schools such
as,Government Pilot Secondary school Mastung. They are not even able to read and
speak in Urdu or English language. Therefore, code-switching occurs and results
positively.

28
 REFERENCES

Anwar, B. (2007). Urdu English code switching: The use of Urdu phrase and clauses
in Pakistani English (A Non-Native Variety). ESP World, 17, 1-14
Auer, J.C.P. (1984). Bilingual conversation Amsterdam: John Benjamins B.V.
Ayemoni, M. O. (2006). Code-Switching and Code-Mixing: Style of Language Use
in Childhood in Yoruba Speech Community. Nordic Journal of African
Studies, 15(1), 90–990
Bashir, Asma, (2015). The Functions of Code Switching in ESL Classroom
Discourse
Bima Humairah, (Sabtu, 26 Mei2012) “Code switching and code mixing in English
Classroom.
Bixler-Marquez and J. Ornstein-Galicia (eds.) Chicano Speech in the Bilingual
Classroom. New York: Peter Lang
Brezjanovic-Shogren Jelena (2002) Analysis of code switching and code mixing
among bilingual Children: Two case studies of Serbian English
language interaction. B.B.A., Wichita state University.
Bullock E. Barbara (2009), the Cambridge Hand Book of linguistic code switching.
Code switching Among Bilingual and limited English Proficient Students: Possible
Indicators of Giftedness. Journal for the education Gifted, Vol.30 Number.
De Mejía, A. (1988). Bilingual storytelling: Code switching, discourse control, and
Learning opportunities. TESOL Journal Winter, 4-10.
Fareed dar 1 Dr Mohammad, Akhtar Hma, Khalid Hamna (2014), Code switching in
Pakistani English Language Classroom: Perception of English Langage
Teachers. Jornal of social Science and interdisciplinary Research
(JSSIR), Vol 3, Number 2.pp 107-120.
Genesee Fred, (2008), “Bilingual First Language Acquisition: Evidence from
Montreal”, Vol 09:46, p 9-26.
Green, David W. (1998): “Mental control of the bilingual lexico-semantic system”.
Bilingualism: Language and Cognition 1, 67-81.
Grosjean, F. (1982). Life with two languages: An introduction to bilingualism.
Cambridge, MA: Harvard University Press.
Gumperz, J.J. (1982). Discourse strategies. Cambridge: Cambridge University Press.
Harrub Brad, Thompson Bert & Miller Dave, (2003), the origin of language and

29
Communication.
Heller, M., (Ed.). (1988). Code switching: Anthropological and
sociolinguisticperspectives. Berlin: Mouton de Gruyter.
J.Contch, A.Bock, (2010). Sociolingustics, Language teaching and learning, vol,
14:3, pp No, 347-360.
Jacobson, R. (1988). Intersentential Code switching: An Educationally Justifiable
Strategy. In D. Bixler-Marquez and J. Ornstein-Galicia (eds.) Chicano
Speech in the Bilingual Classroom. New York: Peter Lang.
Jacobson, R. (Ed.). (1990). Code switching as a worldwide phenomenon. New York:
Peter Lang.
Jamshidi, A. & Mahdieh, N. (2013). Learners‟ use of code-switching in the English
as a foreign language classroom. Australian Journal of Basic and Applied
Sciences, 7 (1), 186-190. Lin, A. (2013). Classroom code-switching:

30