Switching Codes, Shaping Selves: Investigating Bangladeshi Undergraduates’ Linguistic Practices

Abstract

In Bangladesh, code-switching has become an increasingly natural and common part of communication among university students, reflecting their linguistic flexibility and social interaction patterns. Although the country is primarily monolingual, English has coexisted with Bangla since the British colonial era. However, empirical research examining students’ motivations and attitudes toward code-switching in public universities remains limited. This exploratory case study analyzes students' motivations and attitudes regarding code-switching at Jagannath University. A mixed-methods approach was employed, comprising a structured questionnaire (N = 25) and semi-structured interviews with 10 participants across five departments. Descriptive statistics were used to analyze survey responses, and thematic analysis was applied to interview data to identify recurring patterns and motivations. Quantitative results show that 80% of participants reported using code-switching to facilitate effective communication, and 36% cited lexical gaps as a key reason. Attitudinal data reveal that 60% of students perceived code-switching positively in academic contexts, while 36% expressed neutral views. Additionally, 68% of respondents believed that code-switching supports second or foreign language learning. Interview data further demonstrate that students employ code-switching to enhance clarity, express identity, and align with peer norms shaped by social media and popular culture. Attitudinal data indicate that students have a positive attitude toward code-switching, though some recognize potential difficulties in academic communication. Drawing on Myers-Scotton’s Markedness Model, Bangla emerges as the unmarked choice in informal interactions, whereas English functions as a marked choice to index prestige, competence, or modern identity. However, the findings are limited by the small sample size and focus on a single public university, which may constrain broader generalizability. Despite this limitation, the study offers empirical evidence from a Bangladeshi public university and highlights the need for longitudinal and comparative research. The study offers implications for language pedagogy in postcolonial contexts and advances our understanding of bilingual practices in higher education.