Abstract Code-switching, the alternation between two or more languages within a single discourse, is a common phenomenon in multilingual classrooms. In Pakistan, where English functions as an official language alongside Urdu and numerous regional languages, English as a Foreign Language (EFL) teachers frequently engage in code-switching practices. This study investigates the sociolinguistic functions, motivations, and pedagogical implications of code-switching among Pakistani EFL teachers. Employing a mixed-method research design, data collected through classroom observations, semi-structured interviews, and questionnaires from 30 EFL teachers working in public and private institutions. The analysis draws upon John J. Gumperz’s interactional sociolinguistics and Carol Myers-Scotton’s Markedness Model to interpret switching patterns and their communicative significance. Findings reveal that teachers strategically use code-switching to clarify complex concepts, manage classroom discipline, build rapport, explain grammar rules, and facilitate comprehension. While some participants perceive code-switching as a pedagogical necessity, others express concerns about overreliance potentially hindering students’ target language proficiency. The study concludes that code-switching, when used judiciously, serves as an effective instructional resource rather than a deficiency. It reflects the dynamic linguistic ecology of Pakistani classrooms and aligns with sociocultural perspectives on language learning. The research recommends context-sensitive language policies and teacher training programs that acknowledge bilingual realities instead of enforcing rigid monolingual norms.
Somia Saif (Mon,) studied this question.