Abstract Code-switching –the alternation between two or more languages within a single interaction—is a common phenomenon in multilingual classrooms. This paper examines patterns, functions, and pedagogical implications of code-switching among teachers and learners in multilingual educational settings. Using classroom observation and qualitative analysis, the study explores how code-switching facilitates comprehension, classroom management, identity construction, and learner engagement. The findings suggest that strategic code-switching can be an effective instructional resource rather than a linguistic deficiency, especially in contexts where learners share multiple linguistic backgrounds.
Malladi Revathi Devi (Fri,) studied this question.