Language Alternation in Multilingual Societies: Analyzing Bi/Multilingual Conversation

Abstract

The research examines the relationship between language choice and alternation in bilingual/multilingual conversations within a multicultural/multilingual context. It builds on the principle that identity is socially constructed, i.e., it has the social nature of construction in any multilingual society. Zentella (2008) also expresses how bi/multilingualism represents their class, race, and ethnicity through linguistic practices. The study interprets that language alteration occurs in a bi/multilingual contextual society. This study analyzes everyday discourse practices in monolingual and bi/multilingual formal education settings.

The study addresses the following research questions: (1) How does the Multilingual context of private schools influence linguistic identities, including students and teachers? (2) What factors influence language alternation in bi/multilingual conversations among students and children in private schools in Pakistan? (3) How is language choice/translanguaging perceived in formal and informal settings of private schools in Pakistan?

The participants include bilingual students and teachers from private educational institutions in Hyderabad, Sindh, Pakistan.

Based on qualitative research, the study utilizes Semi-structured interviews of 20 participants to collect data from students and teachers in Pakistan. The Conversation analysis (Gafaranga, 2000; Gafaranga & Torras, 2002) was used under Gumperz’s (1982) “we/they code” framework and Myers-Scotton’s (2000) Markedness Model to recognize the parameters/reasons for language alternation. Key findings reveal how language choice replicates linguistic identities and multilingual contextual conversations. This study contributes to socio-pragmatic theory by providing insights into discourse practices in bi/multilingual environments, highlighting the link between language and identity.