Research suggests that Pakistan’s classrooms are far from monolingual
By Jaweria Mahmood
Walk into almost any classroom in Pakistan, and you are likely to hear a curious mix of urdu and English. Teachers switch between languages to explain complex ideas, while students respond in a hybrid tongue that reflects their everyday reality.
This phenomenon, known as code-switching, has sparked an ongoing debate: does it build a bridge to learning, or does it stand as a barrier?
Research suggests that Pakistan’s classrooms are far from monolingual. According to a 2022 report by the British Council, over 70 percent of teachers in urban schools frequently mix Urdu with English when teaching science and social studies. The reason is simple: English textbooks dominate the system, but students often lack the proficiency to grasp them fully. Code-switching becomes a survival tool, helping learners connect abstract ideas with familiar language.
Consider the case of a government school in Lahore where teachers shift into Urdu while explaining scientific terms. A teacher explained photosynthesis in English, then repeated it in Urdu. Students who looked lost moments earlier suddenly nodded with understanding. For many, this is not a shortcut but the only bridge to learning.
Yet, critics argue that overreliance on code-switching weakens English fluency. “Students need immersion in English if they are to compete globally,” says educationist Pervez Hoodbhoy. He and others caution that frequent switching creates a comfort zone, discouraging students from developing the confidence to speak and write in English independently.
Still, the ground reality complicates the debate. A 2021 UNESCO report on South Asian classrooms revealed that children learn best when taught in their mother tongue, especially in early years. In Pakistan, however, a purely mother-tongue approach collides with societal aspirations. English remains the language of higher education, jobs, and upward mobility. Parents want their children to master it, even if it means struggling in the early years.
Interestingly, private schools are no strangers to code-switching either. Despite claims of being “English-medium,” teachers often explain difficult grammar or literature concepts in Urdu, especially when exams are near. A survey by Punjab Higher Education Commission in 2023 found that 52 percent of students in private colleges admitted they understood lectures better when teachers switched languages.
Globally, the debate is not unique to Pakistan. In countries like Malaysia and Nigeria, where English coexists with local languages, code-switching is a classroom reality. The difference, however, lies in policy. While some governments officially recognize bilingual teaching, Pakistan’s education policy continues to promote English as the medium of instruction without providing adequate teacher training.
So, is code-switching a bridge or a barrier? The answer may not be either/or. For now, it is both: a bridge to understanding in the short term, and a barrier to English mastery if relied upon too heavily. The challenge for Pakistan lies in balance — equipping teachers with the skills to use code-switching strategically rather than as a crutch.
In the end, perhaps the real question is not whether code-switching should exist, but how it can be harnessed. After all, languages are not walls that divide us; they are tools that, if used wisely, can open doors.
The author is a 5th-semester student, at Government College University, Lahore. She is pursuing degree in Linguistics and Language Studies.
