PRAGMATIC FUNCTIONS OF CODE-SWITCHING IN ACADEMIC DISCOURSE OF A MULTILINGUAL UNIVERSITY CLASSROOM

Abstract

The present study focuses on the role of code-switching in the academic discourse of a multilingual university classroom, where language choice does not remain fixed but develops gradually in interaction. The research draws on observations conducted with first-year students over the course of one semester in a naturally occurring educational setting. At the initial stages, participation in English discussions was often accompanied by hesitation, slightly noticeable in pauses or incomplete utterances and, in some cases, by a shift into another language.

The aim of the study is to examine how code-switching functions in real classroom communication and to determine its role in sustaining interaction under conditions of linguistic uncertainty. The methodological framework is based on qualitative research, including systematic classroom observation, teacher field notes, and the analysis of recorded discussions. Rather than measuring frequency, the analysis concentrates on communicative situations in which language alternation becomes relevant.

The findings indicate that code-switching does not simply compensate for lexical gaps. It appears at specific moments - during clarification, argumentation, or when a speaker attempts to refine meaning and, over time, becomes part of the interaction itself. In several cases, language switching helped maintain the continuity of thought, even when expression in a single language seemed temporarily limited.

The study suggests that code-switching should be considered not as a deviation from academic norms, but as an adaptive communicative practice that supports meaning-making and participation. Its significance lies in revealing how multilingual resources are used in real academic contexts, where communication is shaped not only by linguistic competence but also by situational and interactional factors.