Abstract:
In linguistically diverse countries like India, code-switching is not merely an
exception but a fundamental communicative practice that shapes everyday
interactions. This study examines the interplay between regional languages
and English, focusing on how code-switching functions as a tool for negotiating
linguistic identity, pedagogical accessibility, and social mobility within
India’s multilingual landscape. Grounded in translanguaging theory and
the concept of linguistic repertoires, the research explores how multilingual
speakers integrate diverse lexical and morphological features into a fluid
semiotic system rather than alternating between distinct language structures.
By employing a sociolinguistic and discourse-analytic approach, this study
investigates the motivations and functional dimensions of code-switching in
educational and social domains, shedding light on how English is localized
and recontextualized within indigenous linguistic frameworks. The findings
highlight the role of code-switching in resisting linguistic hegemony and
fostering inclusive, decolonized approaches to English language teaching. By
examining both convergences and divergences in code-switching patterns,
this paper contributes to the broader discourse on multilingual pedagogy,
advocating for a more context-sensitive and culturally responsive approach
to English education in India.
