The Impact of Code switching on Second year learners

participation during classroom practice at English Department,

University of Sindh.

Submitted By

Zafarullah Soomro
Students: BS (ENGLISH) Final Year Linguistic
Final Year Linguistic Dissertation
ID:15-ENGE-135

Submitted To:

Supervisor: Bakhtawer Jaleel

Institute of English Language and Literature University of Sindh Jamshoro.

A Thesis submitted in the partial fulfillment of the requirements for the degree of

BS-Part IV-English Linguistic

 DEDICATION:

I dedicated my work to my loving parents, family and respected teachers with great respect
and honor because what I am today is just because of them. I would like to thank them for all
support that they have given me and hope that I have made them proud and to my respected
teachers who guided me throughout the university life.

This work is dedicated to the memory of my favorite and beloved grandfather and
grandmother who did not live enough to see my achievement. This thesis is dedicated to my
father Haji Muhammad Soomro who educated me on the principles of life. I love you.

Father: The one who does never stop in helping, advising me or even showing me what is
right and what is wrong in life until the moments I’m writing these words. Thanks dad you
are the best in my eyes.

I would like to dedicate this work to my dearest brothers and sisters –especially- Bro
Amanullah who did not stop helping me for fulfilling my life.

And Finally; I want to dedicated my thesis work to my best friends because I cannot forget
my dear friends who supported me every step in my university life “Kazim Ali Laghari,Pir
Ghulam Asghar, Jana Gunish kumar, Jam Samoo Umar Memon, Umair Baloch and Raja
Baloch”.
 Acknowledgement

First and foremost, I would say “

‫ا‬
”and thank “

‫ا‬
” because I achieved this level with full of excitement.

My deepest gratitude and thanks go to my kind supervisor: Madam Bakhtawar Jalel for her
encouragement, useful ideas, pieces of advice, for what she gave and helped me with,
guidance, and support. Thank you for all what you did for me.

I would like to thank madam Bakhtawar Jalel first for is acceptance to be my research
proposal, second for his guidance because she helped me at the beginning when I was choose
the topics, also for her Doctoral Thesis which was the water when we were thirsty. I am very
grateful to her.

I acknowledge the help of Mr: Kazim Ali Laghari, who is considered as a friend, for his
kindness and for all what he provided to me as references for my research. Thank you my
beloved Friend.

I extend special thank to Gunish kumar who was with me in my thesis work especially for his
help, without him my research would not have been finished.
 Thank You!

TABLE OF CONTENTS:

DEDICATION
ACKNOWLEDGEMENTS
ABSTRACT
CHAPTER ONE: INTRODUCTION\
1.1. Research Objectives
1.2. Research Questions
CHAPTER TWO: LITERATURE REVIEW
2.1. Introduction to Code-Switching
2.2. Types of Code-Switching
2.2.1. Situational Code-Switching
2.2.2. Metaphorical Code-Switching
2.3. Causes of Code-Switching
2.3.1. Diglosia
CHAPTER THREE: RESEARCH METHODOLOGY
3.1. Paradigm of Research
3.2. Current Research Method
3.2.1. Research Objectives
3.3. Research Tools
3.3.1. Questionnaire
3.3.2. Observation
3.3.3. Research Questions
3.4. Participants
CHAPTER FOUR: FINDINGS
4.1. Enhance the Confidence in the Classroom Participation
4.2. Helps to Clarify the Topic
4.3. Effects of Code-Switching on Second Language Learning
4.4. Gives the wrong Impression to Their Classmates in ESL Classroom
4.5. The Importance of Code-Switching in Classroom Situations
4.6. The Effects of Code-Switching on Learning used by the Teachers
CHAPTER FIVE: DISCUSSION
5.1. Introduction
5.2. Summary of Research Questions
5.3. Discussion
CHAPTER SIX: CONCLUSION
REFERENCES:
 ABSTRACT

The objective of this qualitative case study is to investigate whether the use of mother tongue
in English medium classrooms can enhance classroom participation. Questionnaire,
interviews and observation were the two research instruments that were used to collect data in
this study,

The study revealed that the use of mother tongue in English medium classrooms did not
constrain learners’ understanding of the learning content; it rather seemed to facilitate
classroom participation.

Code-switching is interested by sociolinguistics. It plays an important role in the different

studies of language contact which leads to language variation. The focus is on the resulting
combination of languages with varying degrees of fluency through several levels in order to
illustrate the main aim of this research which is to show what, when and how code-switching
occurs. Our research is about code-switching among English University Students examines
the above aim by analyzing the data drawn from the ethnographic study. The different
patterns (code-switching and code-mixing) are identified, in addition to borrowing which is
included to show its role within this phenomenon.

The theoretical part consists of the different definitions, types, and causes of the several
concepts (code switching, code-mixing, borrowing separately, code switching and code
mixing, code switching and borrowing). Each concept has been explained from different
sides of discussion. The practical side will show what, when and how the data were collected.
It is considered as a summary of all the relevant data that have a direct relation with the
theoretical side. Our hypothesis came to be validated because the results show that students
when learn more than two foreign languages they code switch more.
 Chapter One: Introduction

The purpose of this study is to investigate the impact of code switching on second year
learners participation during classroom practice at English Department University of Sindh
jamshoro. The primary aim is to show the different causes which lead students, who are
learning English, to code switch from their mother tongue (Sindhi, Urdu and Marwari) to
other languages (English). Our study will attempt to shed some light on the different topics
and/ or situations which push students to code switch inside the classroom.

Most of the students speculated that if they are not proficient in the second language then the
code-switching is the only option for them and that helps them to clarify their topic in the
classroom during participation. And they said that it is the only ways by the use they get
somehow help from it. They also said that they face problems in explaining the topic that is
in the English language because they are not native speakers of English whereas teachers also
delivered the lecture in English that is why they do not understand clearly. So, code-
switching helps them to clear concepts with any problems of verb and structures.

The second language learners noted that a lot of code-switching affects a lot on their second
language learning. Because, when they switch from English to their mother tongue then they
switch wrong verbs and other forms and because of this their friends laughing at them. And
they said that when their friends laugh at them they lose their confidence and feel shy and it
affects a lot on their second language learning. Whereas, some students said that this really
affects badly on their learning and they cannot convey their messages to their audience
whether it is in the native language or in the second language

However, there are different definitions for code switching suggested by researchers, for
example Gumperz’s (1982, p. 59), defined code switching as “the juxtaposition within the
same speech exchange of passages of speech belonging to two different grammatical systems
of subsystems." Myers-Scotton's (2006, p. 239) general definition of code switching is “the
use of two languages varieties in the same conversation”. A related concept to code switching
is code mixing.

In contrast to Gumperz’ claim that bilingual speakers are most often not aware when they
code-switch, Myers-Scotton argues that generally speakers are aware of the effects of their
switch, e.g. what the consequence of making the marked and the unmarked choice is (1993).
Even though both of these models can be applied to the data with the respect of different
situations, Myers-Scotton’s remark is perhaps more appropriate to the subjects studies since
generally they seemed not to be aware of their code-switching and code-mixing. As rational
actors, their pragmatic needs seem to dictate switching accordingly.

1.1. Research Objective

1. To Find out thereasons which stimulate leaners to use code switching

2. To know about importance of code switching during participation

1.2. Research Questions

1. What are the reasons which stimulate to code switching during participation of second
year learners at English department, university of Sindh?
2. Whysecond year learners are used code switchingduring participation at English
department, university of Sindh?
 Chapter Two: Literature Review
2.1. Introduction to Code switching
According to Heller (1988, p. 1) code-switching is when a person mixes two languages in a
single sentence or a conversation. Valdes-Fallis (1978, p. 6) claims that people can mix
words, phrases and clauses. When one person switches between two languages, the person is
bilingual. Baker (2006, p. 3) conforms that a bilingual person can use two different
languages, but one of these is often the dominant one. She suggests that some bilinguals are
active in both languages whereas other bilinguals are passive, and their skills in one or both
languages are less developed. Baker (p. 4) also suggests that there are many dimensions of
bilingualism. One of the dimensions is called Elective bilingualism, which means that a
person can choose to learn a new language.

However, there are different definitions for code switching suggested by researchers, for
example Gumperz’s (1982, p. 59), defined code switching as “the juxtaposition within the
same speechexchange of passages of speech belonging to two different grammatical systems
of subsystems." Myers-Scotton's (2006, p. 239) general definition of code switching is “the
useof two languages varieties in the same conversation”. A related concept to code switching
iscode mixing.

Grosjean (1985) in selati, Adler reed and bapoo (2002, p.11) described code switching as the
coexistence and constant interaction of two languages in the bilingual which has produced a
different but complete language system.

2.2. Types of Code-Switching

Code-Switching can be both situational and metaphorical.

2.2.1. Situational Code-Switching

This kind of code-switching occurs when the languages used depend on the situation without
any change in the topic discussed. In other words, a change of codes equates to a change of
situation. When the switches between the languages in a given discussion: coincide the
language changes from one situation (for example language used within family) to another
(speaking with neighbors) (Hudson, 1996: 52). In addition to that, it is observed that the
language used changes depending, also on the topics; the topic change leads to language
change. It is used as a process which has connectors with the status of speakers in addition to
the social value which has a great role in this situation. Hudson shows that the changes are
controlled by some rules that the members of the same society get from their own
experiences which, then, become “part of their total linguistic knowledge” (Ibid.) Within the
same discussion, a question arises: when all the members of a society use the languages
perfectly –the case of Italian- why do not they learn only one language and leave the others
disappear? People of this society have a clear answer which is related to the famous
expression which says: “Speaking Standard Italian at home would be like wearing a suit, and
speaking German in the village would be like wearing beach-clothes in church. “Thus, each
language has its specific role (social function) that cannot be replaced by another language,
i.e. it cannot fulfill its place (Ibid.).

However, there is another point of view for the types of Code-Switching. Hoffmann
(1991: 112-3) shows that there are many types of Code-Switching (according to her
examples):

1-Switches within the same sentence, i.e. intra-sentential switches: using different
languages within the same sentence.

2-Switches between sentences, i.e. inter-sentences: varying from one language to

another from one sentence to another within the same conversation.

3-What Poplack (1980) calls “Emblematic switching”: items (tags exclamations) that
serve the characteristics of bilingual speaker?

4-In addition to the switches which involve change of pronunciation features.

2.2.2. Metaphorical Code-Switching:

The second type is the Metaphorical Code-Switching which is used to refer to the case
of the relationship between the language and the situation. In other words, when speakers
choose the language depending on the situation whereas the idea that the situation can define
which language should be used is ignored. In some cases, it is clear to tell which situation the
speaker is in by observing the language used and the audience, for instance, whether the
speaker is listening to a lecture, or having breakfast with family. But in some cases the
situation is less clear, either because it is ambiguous or because the speaker decides to
ignore the observable external situation and focus instead on less observable characteristics of
the people concerned. Such cases, where it is the choice of language that determines the
situation, are called METAPHORICAL

2.3. Causes of Code-Switching

2.3.1. Diglossia

The term “Diglossia” was introduced by Charles Ferguson (1959) in order to describe
the situation found in places like Greece, the Arab speaking countries and German Speaking
Switzerland.
 In all these societies, there are two varieties sufficiently distinct for lay people to call
them “Separate Languages” of which one is only used in formal and public occasions while
the other is used by everybody under normal every day circumstances (situations). The two
varieties are normally called: high (H) standard (Variety) and the low (L) Vernacular
(Variety) everydaylanguage including all dialects. Holmes (2001) describes the situation in
Eggenwil1, where the pattern of variety choice or code exists, with “diglossia”. According to
Holmes, diglossia has three different “crucial” features:

1-In the same community, two distinct varieties are used with one as (H) and another as (L)
variety.

2-The two are used in the different position –functions-; they complement each other.

3-And that the high variety is not used in every day conversation. He adds that the situation
in this place fits these three features perfectly.

According to Ferguson (1959), diglossia is a language situation in which two markedly

divergent varieties co-exist. There is a highly codified, often grammatically more complex
variety, the vehicle of a large and respected literature which is learnt largely by formal
education and is used for most written and formal spoken purposes but is not used for
ordinary conversation. The functional distinction between ‘H’ and ‘L’ is generally clear –cut.
‘H’ is used in such context as lectures, speeches, and news broadcasts; it is a language that
has to be taught in schools. ‘L’ is used in every day conversation and other informal contexts.
‘H’ and ‘L’ display differences in grammar, vocabulary, and phonology. According to
Holmes (2001: 28), the two varieties are related linguistically while the relationship is closer
in some cases rather than others. For instance, the differences in pronunciation, “the sounds
of Swiss German are quite different from those of Standard German, while Greek
Katharévousa is much closer to Dhimotiki in its pronunciation.” Eggenwil: situated in
Switzerland.

The most obvious difference between diglossic (Arab countries and Switzerland) and the non
diglossic ones is that no one in the formal had the advantage of learning the high variety ‘H’
as their mother tongue since every one speaks the low variety at home. Diglossia does not
guarantee linguistic equality since we need to go to school in order to learn the high variety.

CS (Code-switching) and CM (Code mixing) used for introducing little new information in
L1 but using it mainly to reformulate or explain. Furthermore, it is used to introduce new
concepts, which have not been mentioned in L2 (Adendorff, 1993). Bunyi (2005) noted that,
CS and CM existed on the difficult of attempting to convey the meaning of a scientific L2
term into L1 where no L1 equivalent exists. Teachers translate words on a regular basis
(Bunyi, 2005)

Bakar (2006) points out that, CS-CM can be used to emphasize a particular point, to
substitute a word in place of unknown word in the target language; to express a concept that
has no equivalent in the culture of the other language, to reinforce a request, to clarify a point,
to express identity and friendship, to ease tension and inject humour into a conversation. This
situation has been observed in many African countries in which most learners speak a
language other than the English language. Merrit et al (1992) in their study show that CS-CM
is found in their classrooms where, CS-CM between English and mother tongue wanted to
reformulate information, bring in new content and attract students’ attention. Probyn (2006)
reports that, while most teachers talk was in English, teachers varied widely in the amount of
L1 while others stuck to English as far as possible and used CS for increasing comprehension
Cleghorn and Rollnick (2002) argue that, CS in the classroom may be a fruitful pass towards
effective bilingual education. They suggest that small interjections in the local language such
as “isn’t: that so?” or “you know?” save to recapture the attention of learners, even if the
phrases themselves carry no content. Sa (2007) on his finding concludes by the same
statement, effects of CS in Africa classrooms are often limited by the belief held by teachers
and students that CS is unacceptable and by the presence in some classrooms inspector intent
on upholding English-only policies.

Ishumi (1994) in his study noted that, mastering of the language is a key to the efficiency and
eventual effective teaching and learning of the English language. He warns that, a dilemma
over use of CS-CM option can seriously stifle the acquisition of knowledge and skills in
English language. Commenting on the current situation Brock-Utne and Holmarsdottir (2002)
observe that, teachers who have been trained in subjects than language subjects are normally
more concerned about teaching the subject matter to students. They often CS-CM to make
students understand the content. This solution however, creates another problem. The first
one was proposed by Gumperz (1982), which distinguish between two types of code-
switching: Situational switching and Metaphorical switching. The situational code-switching
is driven by a particular situation where a speaker uses one code for one situation and another
code for another situation.

On the other hand, in metaphorical code-switching, the topic is the driving factor in
determination of which language will be used, e.g. a speaker will use two different languages
for two different topics. This direct correlation between languages and the social situation, as
mentioned by Gumperz, signifies the “definition of each other’s rights obligations” (1982).
Additionally, he argues that the relationship between the language and the social context is
quite complex and that “participants immersed in the interactions itself are often quite
unaware which code is used at any one time” (Gumperz, 1992).

Another model relevant for the study under consideration was proposed by MyersScotton
(1993), known as Makedness Model, in which he notes that a bilingual individual has a sense
of makedness (1993), in regard to the relationship with the interlocutor who essentially the
one choosing the code in the conversation. In such situation, the speaker is perceived as the
rational actor who can make either the unmarked choice, the more secure and the more
expected choice , often used by a speakers, or the marked choice which is generally
unexpected in interaction (MyersScotton, 1993) nevertheless, it is essential to mention at this
point that the concept of the social importance language choice should be applied with a dose
of caution to the speech of children is generally as they do not play the same role in society as
adult speakers.
In contrast to Gumperz’ claim that bilingual speakers are most often not aware when they
code-switch, Myers-Scotton argues that generally speakers are aware of the effects of their
switch, e.g. what the consequence of making the marked and the unmarked choice is (1993).
Even though both of these models can be applied to the data with the respect of different
situations, Myers-Scotton’s remark is perhaps more appropriate to the subjects studies since
generally they seemed not to be aware of their code-switching and code-mixing. As rational
actors, their pragmatic needs seem to dictate switching accordingly.

The other, conversational approach will appropriately be considered in this study as well.
Considering that the data has been collected during informal conversations, the code-
switching and code-mixing play in it is quite important and it is often “employed by
discourse participants to achieve rhetorical, stylistic and other pragmatic
effects”(Archan,2000 cited by Brejanovic-Shogren, 2011). Even though Gumperz (1972)
was the first linguist to define conversational functions of code-switching, Peter Auer’s
approach will be more adequate for the discourse analysis conducted.

According to Auer (1998 cited by Brejanovic-Shogren, 2011) the two main approaches to
code-switching are, as already discussed, sociolinguistic approach which defines CS as the
symbol “of group membership in particular types of bilingual speech communities”, and the
grammatical view which regards “syntactic and morphosyntactic considerations which may
or may not be of a universal kind” (1998). Through he mentioned these two views, he adopts
yet a different perspective in the analysis of CS, arguing that these two leave a gap since
“local processes of language negotiation and code selection” are disregarded (1998).
Therefore, in his view CS is considered as the part of verbal action, being a part of both the
communicative and social function (1998). In this context, patterns of CS are seen as a
conversational event and as “alternating use of two or more codes within one conversational
episode” (1998), which in essence brings light to participant’s interpretation as well as the
“use of CS to organize the conversation by contributing to the interactional meaning of
particular utterance”(1998).

In other words, the close correlation exists in a conversation where two or more codes are
used with the alternation of these codes and this pattern performs a particular function in
discourse. Additionally, discourse related switching of codes reflects a pattern that goes
“beyond the sentence” since it is related to wider contexts and cultural factors which usually
influence discourse (1998). Hence, bilingual participants in conversation have an extra-
conversational knowledge, and consequently an established pattern of CS, defined as
preference-related switching. Language preferences allude to the “interactional processes of
displaying and ascribing predicates to individuals”, reflected preferences of bilingual
individuals regarding CS in discourse largely depend on the “wider social, political and
cultural context of the interaction at hand” (1998).
 Chapter Three: Research methodology
The methodology of any research is determined according to the need of the research
question. In this research study, the inductive way of research has been used to uncover
reality.This chapter includes the introduction of the method which was used in research and
elaboration of the questionnaire and observation that were used as data collection tools.

3.1. Paradigms of research

Research often follows one of the two major paradigms of research i.e. qualitative and
quantitative. It is not always the case with every research work. In inquiring some of the
issues we need to look at the reality from different dimensions. In some cases, mixed method
is used for uncovering the topic. In the qualitative method of research a research tries to get
peoples’ opinions and tries to interpret those opinions (Burns 2000) whereas, in quantitative
research is said to involve the scientific model of inquiry, inwhich a research is required to
show objectivity while undertaking his/her hypothesis (ibid).

3.2. Current research method

The method which this study follows is qualitative the study uses to know about problems,
their causes, and remedies of them.

3.2.1. Research Objective

 To Find out the reasons which stimulate leaners to use code switching

 To know about importance of code switching during participation

3.3. Research tools

Questionnaire and observation these both tools are applied in this research for data collection.

3.3.1. Questionnaire
A Questionnaire is a tool for data collection. It contains a series of questions in the fixed
rational order related the topic of interest. Whenever anything is researched it is mostly done
with the help of the questionnaire. Therefore some points which are very important to be
remembered when a questionnaire is designed. Such as at first it should be in a good
appearance( easy for the eye) also should be short and simple relevant and logical. The main
advantage of the questionnaire is that through it a researcher can reach a large number of
people. It relates directly to study questions and provide quantifiable answers and is relatively
easy to analyze.

3.3.2. Observation
Observation (ob-before and serve-to keep) literally means “keeping something before the
mind.”

Observation is regulated perception of an event under conditions presented by nature.

Observation is regulated perception and not a careless and causal perception of the ordinary
man. In our ordinary life, whenever we open our eyes we see or perceive something, we walk
along the street and causally perceive various objects. e.g., birds flying in the air cows
grazing in the field and trees bearing fruits etc. but such careless perception is not
observation. In observation, we perceive objects or events with a definite purpose. And our
purpose controls and guides our perception. That's why the observation tool has been used in
this research for a purpose to know about causes of problems regarding speaking English as a
second language and gives remedies of them.

3.3.3. Research question

 What are the reasons which stimulate to code switching during participation of second
year learners at English department, university of Sindh?

The main purpose to investigate this question was to find out the reasons which stimulate to
code switching during participation as a barrier to effect academic communication of
learners. Because here in our context mostly the medium of instruction is used English
language at higher level of study usually who came from weak background of education or
with regional languages as a medium, of instruction they meet more barriers with this use of
English language. This is what current research follows this question and find out the reasons
which stimulate to code switching during participation.

 Why second year learners are used code switchingduring participation at English
department, university of Sindh?

The main purpose of in this question why second year learners are used code switching
during participation. There are many reasons which can be observed as barriers in using
language, than they are use code switching during participation, another aspect of use code
switching some students are use though this base “A short cut in explaining tasks”

3.4. Participants
In any type of research, process population plays a crucial role. That helps in understanding
the problems regarding the study. In this research to find out the causes of problems and their
remedy regarding ‘The Impact of Code switching on second year learners participation
during classroom practice A researcher has selected students as a sample for participation
from the class second year, for example in thousand students we select hundred students for
research.

Chapter Four: Findings:

This chapter explains the raw data that is collected from the selected participations for this
study.

4.1. Enhance the Confidence in the Classroom Participation:

The selected students reported that in classroom participation code-switching enhance their
confidence because if they do not have much knowledge of English vocabulary then they
switch in their native language in target language classroom in order to express their ideas.
Moreover, most students said that in the target language learning classroom code-switching
makes the way easy to participate in any activities. However, most of students believes that it
is very difficult for them to use the English language and verbs in front of class because
English is not their mother tongue and they are learning a second language so when they mix
and switch codes from their mother tongue in target language conversation then it makes
them confidential and they feel confidence in participation. They use codes when they are
going to presenting something in class they certainly do not want to lose their momentum that
is why they go for code-switching in order to maintain their confidence during the
presentation.

4.2. Helps to Clarify Topic:

Most of the students speculated that if they are not proficient in the second language then the
code-switching is the only option for them and that helps them to clarify their topic in the
classroom during participation. And they said that it is the only ways by the use they get
somehow help from it. They also said that they face problems in explaining the topic that is
in the English language because they are not native speakers of English whereas teachers also
delivered the lecture in English that is why they do not understand clearly. So, code-
switching helps them to clear concepts with any problems of verb and structures.
Furthermore, it helps them to perpetuate the momentum and rhythm during the presentation
in case if they forget something by going for code-switching that can help them to avoid their
mistake. And it is a better way to being a good language speaker and has a code switching
ways to conclude their aspect if language and by this way they can talk in an easy way in
order to clarify the message.

4.3. Effects of Code-Switching on L2 Learning:

The second language learners noted that a lot of code-switching affects a lot on their second
language learning. Because, when they switch from English to their mother tongue then they
switch wrong verbs and other forms and because of this their friends laughing at them. And
they said that when their friends laugh at them they lose their confidence and feel shy and it
affects a lot on their second language learning. Whereas, some students said that this really
affects badly on their learning and they cannot convey their messages to their audience
whether it is in the native language or in the second language.

4.4. Gives the Wrong Impression to their classmates in ESL classroom:

Whereas, the second language learners believe that code-switching gives wrong impressions
to their classmates in ESL classroom. They said that a learner when who switches the
language is not well-educated and for that, it gives the wrong impression and these wrong
impressions effects their second language learning and also effects on their personality.

Some of us think that code-switching gives wrong impressions. They believe that a person
who switches the language is not well-educated that is why it gives the wrong impression on
the personality of code-switcher. They also think that he/she is not as much as necessary
intelligent that is why he/she is switching the language and such kind of wrong impressions
and ideas from others impact negatively their learning. Moreover, it certainly gives a wrong
impression like when they are representing something in English and all the sudden they have
forgotten some stuff so such situations the switch to their native language that could make
unhappy the audience.

4.5. The Importance of Code-switching in Classroom Situations:

Most of the English language learners believe that;

 It should be used in the classroom context because we are not native speakers
of English language that is why we feel difficulty to understand the lecturers
properly given by teachers in the English language that is why it is necessary
for the classroom context so that we understand the lecturers clearly.

Whereas, they believe that it is very necessary to use code-switching method during
classroom because it helps to clarify the topic very easily and also its help to learn any topic
with any kind of language problem. And it makes them understand the lectures delivered by
teachers as well as massages clearly in a classroom context. Not just in the classroom but we
can use it outside the classroom. And it also helps in some ways in order when a pupil is not
that good and lacks confidence then it will help them to boost his confidence and not to get
themselves disappointed by the pressure of an audience. They said that we can get the help of
code-switching any time when they get themselves uncomfortable. And it is necessary
because everyone can convince one another in the classroom context and then it helps them
to understand each other by talking in their native language in conversation.

4.6. The Effects of Code-Switching on Learning Used by the Teachers:

The second language learners reported that in ESL classroom when teacher going to use
code-switching then it affects a lot on their learning because when teacher mix two languages
then the concepts of sentences of English grammar effects very badly. And the grammatical
rules break and it is difficult to learn the grammar of any language that is why it affects on
their second language learning. Whereas most students believe that it affects their learning in
many ways, as they keep on relying on code-switching then they would be accustomed of it
which is certainly not a good for L2 learners. And they further said that mostly students
deride them especially the ones who wait desperately for finding mistakes out of everything
in them that is why it affects a lot their second language learning in the L2 classroom.
 Chapter Five: DISCUSSION
5.1. Introduction 
In this chapter, the main results with regard to these are summarized and general conclusions
the findings of the studies presented in this thesis are described. Furthermore, it is also
contained the result according to the topic and as given the Impact of code switching through
the research, the principle's with regards to the previous work of the researchers.

5.2. Summary of research questions

 What are the reasons which stimulate to code switching during participation of second
year learners at English department, university of Sindh?

The main purpose to investigate this question was to find out the reasons which stimulate to
code switching during participation as a barrier to effect academic communication of
learners. Because here in our context mostly the medium of instruction is used English
language at higher level of study usually who came from weak background of education or
with regional languages as a medium, of instruction they meet more barriers with this use of
English language. This is what current research follows this question and find out the reasons
which stimulate to code switching during participation. most of students believes that it is
very difficult for them to use the English language and verbs in front of class because English
is not their mother tongue and they are learning a second language so when they mix and
switch codes from their mother tongue in target language conversation then it makes them
confidential and they feel confidence in participation.

 Why second year learners are used code switching during participation at English
department, university of Sindh?
The main purpose of in this question why second year learners are used code switching
during participation. There are many reasons which can be observed as barriers in using
language, than they are use code switching during participation, another aspect of use code
switching some students are use though this base “A short cut in explaining tasks”. They also
said that they face problems in explaining the topic that is in the English language because
they are not native speakers of English whereas teachers also delivered the lecture in English
that is why they do not understand clearly. So, code-switching helps them to clear concepts
with any problems of verb and structures. Furthermore, it helps them to perpetuate the
momentum and rhythm during the presentation in case if they forget something by going for
code-switching that can help them to avoid their mistake.

According to the Hudson, 1996: 52).In addition to that, it is observed that the language used
changes depending, also on the topics; the topic change leads to language change. It is used
as a process which has connectors with the status of speakers in addition to the social value
which has a great role in this situation

5.3. Discussion
Most of the students from ESL classroom said that the code switching helps them to clarify
their message very easily to their audience. Similarly, John (2002) said that through the use
of code switching one can clear his or her ideas easily.

And they said that it is the only ways by the use they get somehow help from it. They also
said that they face problems in explaining the topic that is in the English language because
they are not native speakers of English whereas teachers also delivered the lecture in English
that is why they do not understand clearly. So, code-switching helps them to clear concepts
with any problems of verb and structures. Most of students believes that it is very difficult for
them to use the English language and verbs in front of class because English is not their
mother tongue and they are learning a second language so when they mix and switch codes
from their mother tongue in target language conversation then it makes them confidential and
they feel confidence in participation. They use codes when they are going to presenting
something in class they certainly do not want to lose their momentum that is why they go for
code-switching in order to maintain their confidence during the presentation.

According to Heller (1988, p. 1) code-switching is when a person mixes two languages in a

single sentence or a conversation. Valdes-Fallis (1978, p. 6) claims that people can mix
words, phrases and clauses. When one person switches between two languages, the person is
bilingual. Baker (2006, p. 3) conforms that a bilingual person can use two different
languages, but one of these is often the dominant one. She suggests that some bilinguals are
active in both languages whereas other bilinguals are passive, and their skills in one or both
languages are less developed. Baker (p. 4) also suggests that there are many dimensions of
bilingualism. One of the dimensions is called Elective bilingualism, which means that a
person can choose to learn a new language.

*Enhance the Confidence in the Classroom Participation

*Helps to Clarify Topic:

*Effects of Code-Switching on L2 Learning:

*Gives the Wrong Impression to their classmates in ESL classroom:

*The Importance of Code-switching in Classroom Situations:

*The Effects of Code-Switching on Learning Used by the Teachers:

1. Enhance the Confidence in the Classroom Participation:

The selected students reported that in classroom participation code-switching enhance their
confidence because if they do not have much knowledge of English vocabulary then they
switch in their native language in target language classroom in order to express their ideas.
Moreover, most students said that in the target language learning classroom code-switching
makes the way easy to participate in any activities. However, most of students believes that it
is very difficult for them to use the English language and verbs in front of class because
English is not their mother tongue and they are learning a second language so when they mix
and switch codes from their mother tongue in target language conversation then it makes
them confidential and they feel confidence in participation. They use codes when they are
going to presenting something in class they certainly do not want to lose their momentum that
is why they go for code-switching in order to maintain their confidence during the
presentation.

2. Helps to Clarify Topic:

Most of the students speculated that if they are not proficient in the second language then the
code-switching is the only option for them and that helps them to clarify their topic in the
classroom during participation. And they said that it is the only ways by the use they get
somehow help from it. They also said that they face problems in explaining the topic that is
in the English language because they are not native speakers of English whereas teachers also
delivered the lecture in English that is why they do not understand clearly. So, code-
switching helps them to clear concepts with any problems of verb and structures.
Furthermore, it helps them to perpetuate the momentum and rhythm during the presentation
incase if they forget something by going for code-switching that can help them to avoid their
mistake. And it is a better way to being a good language speaker and has a code switching
ways to conclude their aspect if language and by this way they can talk in an easy way in
order to clarify the message.

3. Effects of Code-Switching on L2 Learning:

The second language learners noted that a lot of code-switching affects a lot on their second
language learning. Because, when they switch from English to their mother tongue then they
switch wrong verbs and other forms and because of this their friends laughing at them. And
they said that when their friends laugh at them they lose their confidence and feel shy and it
affects a lot on their second language learning. Whereas, some students said that this really
affects badly on their learning and they cannot convey their messages to their audience
whether it is in the native language or in the second language.

4. Gives the Wrong Impression to their classmates in ESL classroom:

Whereas, the second language learners believe that code-switching gives wrong impressions
to their classmates in ESL classroom. They said that a learner when who switches the
language is not well-educated and for that, it gives the wrong impression and these wrong
impressions effects their second language learning and also effects on their personality.

Some of us think that code-switching gives wrong impressions. They believe that a person
who switches the language is not well-educated that is why it gives the wrong impression on
the personality of code-switcher. They also think that he/she is not as much as necessary
intelligent that is why he/she is switching the language and such kind of wrong impressions
and ideas from others impact negatively their learning. Moreover, it certainly gives a wrong
impression like when they are representing something in English and all the sudden they have
forgotten some stuff so such situations the switch to their native language that could make
unhappy the audience.
5. The Importance of Code-switching in Classroom Situations:

Most of the English language learners believe that;

It should be used in the classroom context because we are not native speakers
of English language that is why we feel difficulty to understand the lecturers
properly given by teachers in the English language that is why it is necessary
for the classroom context so that we understand the lecturers clearly.

Whereas, they believe that it is very necessary to use code-switching method during
classroom because it helps to clarify the topic very easily and also its help to learn any topic
with any kind of language problem. And it makes them understand the lectures delivered by
teachers as well as massages clearly in a classroom context. Not just in the classroom but we
can use it outside the classroom. And it also helps in some ways in order when a pupil is not
that good and lacks confidence then it will help them to boost his confidence and not to get
themselves disappointed by the pressure of an audience. They said that we can get the help of
code-switching any time when they get themselves uncomfortable. And it is necessary
because everyone can convince one another in the classroom context and then it helps them
to understand each other by talking in their native language in conversation.

6. The Effects of Code-Switching on Learning Used by the Teachers:

The second language learners reported that in ESL classroom when teacher going to use
code-switching then it affects a lot on their learning because when teacher mix two languages
then the concepts of sentences of English grammar effects very badly. And the grammatical
rules break and it is difficult to learn the grammar of any language that is why it affects on
their second language learning. Whereas most students believe that it affects their learning in
many ways, as they keep on relying on code-switching then they would be accustomed of it
which is certainly not a good for L2 learners. And they further said that mostly students
deride them especially the ones who wait desperately for finding mistakes out of everything
in them that is why it affects a lot their second language learning in the L2 classroom.
 Chapter Six: Conclusion
This study reveals The Impact of Code switching on Second year learners participation
during classroom practice at English Department, University of Sindh.

Throughout all the research this study found very major and basic impact which make
reasons to code switch during class participation to research area chosen English department
university of sindh , questionnaire and observation tools are applied to collect the data. The
data which has been collected shows that all the basic reasons which are mentioned above
make impact, which should be concerned . As English speech affects more on their academic
area, therefore, they must be noticed by the authorities and it is more important to sort out the
students' problems which are making curbs in-between their study and affecting their
learning. Besides this study also concentrated on the previous work regarding the topic and
has been found the impact in the light of the context and problems this study gives utmost
easy and approachable remedies which can also be helpful to enhance the learning
competence of second year students and would be more fruitful to tackle the problems which
are possibly occurred..
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Gemperz, J. (1982). Discourse strategies. Cambridge, Cambridge University Press.

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