This study examines the role of English-Urdu code-mixing in Pakistani multilingual classrooms, particularly how it helps in negotiating identities. This research incorporated Fairclough's three-dimensional model of CDA and concentrated on the dimension of Discursive Practice, which investigates the production, distribution and consumption of discourse. The data was collected through interviews from students and teachers who provided insights into their practices, experiences and perceptions of English-Urdu code-mixing in classrooms. The analysis of the study has revealed that teachers in Pakistan employ English-Urdu code-mixing deliberately to enhance the understanding and comprehension of students. They believe it helps to negotiate the identities of students in multilingual classrooms. The study concludes that code-mixing is a discursive norm and strategic practice that is believed to sustain inclusive pedagogical practices, negotiate identities and facilitate English language learning in Pakistan. The findings also challenge the deficit notions about code-mixing, highlighting its significance in multilingual pedagogy.
Muneer et al. (Mon,) studied this question.