A sociolinguistic study of code-mixing and code switching in secondary schools

Thesis Abstract

Abstract
This research project focuses on conducting a sociolinguistic study of code-mixing and code-switching in secondary schools. The phenomenon of code-mixing and code-switching, which involves the alternation between two or more languages within a single discourse, has been widely observed in multilingual contexts. The study aims to explore the patterns, motivations, and attitudes towards code-mixing and code-switching among secondary school students. The research methodology involves a mixed-methods approach, incorporating both qualitative and quantitative data collection techniques. Data will be gathered through classroom observations, interviews with students and teachers, as well as language attitude surveys. The study will be conducted in multiple secondary schools to provide a comprehensive understanding of how code-mixing and code-switching manifest in different educational settings. The analysis of the data will focus on identifying the languages involved in code-mixing and code-switching, the frequency of occurrence, the linguistic features associated with these phenomena, and the social and cultural factors influencing language choice. Additionally, the study will investigate the reasons behind students' decisions to code-mix or code-switch, including social identity, language proficiency, and communicative needs. The findings of this research are expected to contribute to the existing literature on sociolinguistics, language contact, and language education. By shedding light on the prevalence and functions of code-mixing and code-switching in secondary schools, the study will provide insights into how language practices reflect and shape students' social interactions and identities. The implications of this research extend to language teaching and curriculum development in secondary education. Understanding the role of code-mixing and code-switching in student communication can inform language educators on how to effectively support multilingual learners and promote linguistic diversity in the classroom. By recognizing and valuing students' linguistic repertoires, educators can create a more inclusive and responsive learning environment that celebrates the richness of language variation. In conclusion, this sociolinguistic study aims to deepen our understanding of code-mixing and code-switching in secondary schools and highlight the complex interplay between language, culture, and identity in educational settings. The research findings are expected to have implications for language policy, pedagogy, and intercultural communication in diverse school environments.