Undergraduate ESL Learners' Perceptions of Code-Switching and its influence on Classroom participation in a Pakistani University

In classrooms around the world, a quiet tension often plays out between the language a student speaks at home and the language they are asked to use in school. When a student is learning a new language, such as English, they sometimes find themselves stuck. They have a thought to share or a question to ask, but the words in the new language do not come quickly enough. In these moments, many students instinctively reach for their native tongue to bridge the gap, a practice known as code-switching. For decades, educators and policymakers have debated whether this habit helps or hinders learning. Some argue that sticking strictly to the new language forces students to practice and eventually master it, while others believe that allowing a mix of languages reduces anxiety and helps students understand complex ideas. The question is not just about grammar rules; it is about how people feel when they speak, how confident they are to raise their hand, and whether mixing languages is a sign of weakness or a clever tool for thinking.

A recent study conducted at the University of Sindh in Pakistan offers a fresh look at this issue by listening directly to the students themselves. Researchers Naila Wagan and Dr. Saima Jafri wanted to understand how undergraduate students learning English perceive this mixing of languages and how it affects their willingness to participate in class. Instead of relying on test scores or teacher observations alone, the team sat down with eight students for in-depth conversations. They asked these young adults to describe their experiences, their fears, and the moments when they felt the need to switch between English and their local languages, Urdu or Sindhi. The goal was to move beyond the idea that code-switching is a mistake and to see it as a natural part of how multilingual people navigate a classroom.

The students interviewed shared a consistent story: their confidence was fragile and highly dependent on the situation. Many admitted that they felt nervous about making mistakes, especially when speaking in front of a large group or when interacting with someone who spoke English very fluently. One student described feeling hesitant when trying to keep up with a fast-speaking native speaker, while another noted that the fear of mispronouncing a word could make them go silent. In these moments of pressure, switching to Urdu or Sindhi acted as a safety net. It allowed them to keep the conversation going without freezing. Rather than stopping their participation because they could not find the right English word, they would use their native language to explain their point, ask a question, or clarify a confusing instruction. This strategy prevented the communication from breaking down and kept them engaged in the lesson.

Beyond just keeping the conversation alive, the students found that using their first language helped them understand difficult concepts. When a teacher explained a complex grammar rule or a new vocabulary word in English, some students struggled to grasp the meaning immediately. However, when the teacher or a peer offered an explanation in Urdu or Sindhi, the concept suddenly became clear. The students described this as a way to build a bridge between what they already knew and what they were trying to learn. It was not about replacing English with their native tongue, but rather using the native language as a temporary support to help them climb toward understanding. This support was particularly valuable for understanding instructions for tasks, where a small misunderstanding could lead to confusion for the whole class.

The research also highlighted that this mixing of languages was not a random habit but a deliberate and strategic choice. The students were aware of why they were switching. They did it to fill a gap in their vocabulary, to express a complex idea that they could not yet formulate in English, or to soften a request so it sounded more polite. They viewed this ability to move between languages as a skill that helped them manage their learning and social interactions. In fact, the students reported that when they were allowed to use their native language, they were more willing to speak up, ask more questions, and share longer, more detailed answers. The pressure to speak only English often made them give short, simple answers just to avoid errors, but the freedom to switch languages allowed them to express their full thoughts.

However, the students were not entirely uncritical of their own habits. While they saw the immediate benefits of code-switching for understanding and participation, they also expressed a clear awareness of its potential downsides. Several students noted that if they relied too heavily on their native language, they might not get enough practice with English, which could slow down their progress toward fluency. They understood that to become truly fluent, they needed to spend time struggling with and using the new language. This showed a sophisticated level of self-awareness; they recognized code-switching as a helpful tool for the short term but understood that it needed to be balanced with the long-term goal of mastering English. They did not see it as a permanent crutch, but as a stepping stone.

The study concludes that code-switching is not a sign of linguistic failure or a lack of effort. Instead, it is a valuable resource that students use to manage their anxiety, clarify difficult ideas, and stay connected to the classroom community. The findings suggest that strict rules banning the use of native languages might actually hurt students by increasing their fear of speaking and reducing their participation. By allowing students to use their full linguistic toolkit, teachers can create a more supportive environment where learning happens more effectively. The students in this study demonstrated that they are capable of judging when to use which language, using their native tongue to scaffold their learning while keeping their eyes on the goal of becoming proficient in English. This perspective shifts the view of code-switching from a problem to be fixed into a natural, strategic part of the learning process in a multilingual world.