Code-Switching and Code-Mixing in Multilingual Classrooms: Challenges and Opportunities

Fidela Cosmas Akpan

Abstract

This study explores the dynamics of code-switching and code-mixing in multilingual classrooms, focusing on their pedagogical implications, challenges, and opportunities. In many linguistically diverse learning environments, teachers and learners frequently alternate between languages to enhance comprehension, facilitate participation, and create inclusive spaces. While such practices can bridge linguistic gaps, they may also raise concerns about language standardisation, curriculum alignment, and assessment practices. Drawing on perspectives of Matrix Language frame, Communicative competence and the Markedness Model, the article examines how strategic language alternation can support cognitive development and scaffold learning, particularly for students from minority language backgrounds. The findings suggest that informed, purposeful language use can transform multilingual classrooms into spaces of linguistic empowerment, rather than barriers to proficiency. It further highlights how code-switching and code-mixing can foster cultural identity and strengthen classroom interaction, while acknowledging potential issues such as reduced target language exposure and inconsistent language policies. Encouraging reflective practice, incorporating multilingual teaching materials, enhancing students’ language competence, strategic integration in teaching, among others are offered as panaceas for educators and policymakers to harness effectively within formal education settings.

Keywords: code-switching, code-mixing, multilingual education, language policy,classroom interaction

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