Technology-Influenced Code-Switching in L1 Instruction: Urdu Teachers’ Use of L2 in Teaching Urdu to Digitally Exposed Learners

Abstract

In multilingual societies, like Pakistan, the increasing integration of digital technologies into children's daily lives has transformed language exposure patterns. multilingual. In this qualitative study the phenomenon of technology-influenced code-switching in Urdu-medium primary school classrooms has been investigated, with special focus on use of English (L2) during Urdu (L1) teaching. Though L1 teaching has conventionally been directed by monolingual pedagogical assumptions, however, digitally exposed learners have been exposed to English vocabulary, expressions and multimodal content through smartphones, social media platforms and online games. Hence, reassessment of language practices within L1 classroom teaching is need of the time due to evolving linguistic environment. In this study qualitative research design was used to explore the responses of teachers to this emerging linguistic shift. Semi-structured interviews from n=14 primary teachers (n=7 from public-sector and n=7 from private-sector schools) were conducted for data collection. Braun and Clarke’s (2006) thematic analysis approach was employed for data analysis. Four interconnected themes were revealed from the findings of this study, that includes, first of all learners’ digitally mediated familiarity with English language expressions, secondly teachers’ use of code-switching to facilitate comprehension and engagement. Thirdly, the emergence of translanguaging practices and learners’ multilingual linguistic resources and lastly tensions between policy-driven monolingual language ideologies and the multilingual realities of contemporary classrooms. This study reveals that L1 classrooms are increasingly evolving into hybrid linguistic spaces shaped by informal digital exposure rather than formal language policy or curriculum design. Hence, English is no longer restricted to second-language instruction but is increasingly functioning as a pedagogical tool within (L1) Urdu language teaching. Moreover, this study contributes to understand technology-mediated language practices which are reshaping classroom discourse and challenging monolingual L1 instructions.