Project Abstract

Abstract
Code-mixing and code-switching are prevalent linguistic phenomena observed in multilingual societies, indicating the dynamic nature of language use. This sociolinguistic study explores the patterns and functions of code-mixing and code-switching among secondary school students. The research aims to investigate the factors influencing students' language choices and the role of these phenomena in communication within the school environment. The study employs a mixed-methods approach, combining qualitative and quantitative data collection techniques. Data will be collected through classroom observations, interviews with students and teachers, as well as language proficiency tests. The participants will be selected from diverse linguistic backgrounds to capture a wide range of code-mixing and code-switching practices. The analysis will focus on identifying the languages involved in code-mixing and code-switching, the frequency of occurrence, and the situational contexts in which these phenomena occur. Additionally, the study will examine the motivations behind students' language choices, such as social identity, linguistic proficiency, and communication goals. The findings of this research have implications for language education policies and practices in secondary schools. By understanding the patterns and functions of code-mixing and code-switching, educators can create a more inclusive and supportive learning environment for multilingual students. Furthermore, raising awareness of these linguistic phenomena can help students develop metalinguistic awareness and navigate between languages more effectively. Overall, this study contributes to the growing body of research on sociolinguistic phenomena in educational settings. By exploring code-mixing and code-switching among secondary school students, this research sheds light on the complex interplay between language, identity, and communication. The findings will not only enhance our understanding of multilingualism in schools but also provide valuable insights for educators, policymakers, and researchers working in the field of language education.

Project Overview

INTRODUCTION 1.1 Background to the Study Language can be said to be the most complex and detailed aspect of human existence. It is the DNA of human behaviour and culture as the people’s history and memory is embedded in it. This memory encapsulated in language also determine, among other things, how they used language and how language uses them. This volatile characteristic of la