Code-mixing in Class and Communication: A Dimension of Translanguaging at the Tertiary-level in Bangladesh

Abstract

This research investigates tertiary-level students’ perceptions, benefits, and challenges of code-mixing, both foreign and domestic. A mixed-methods approach was employed to conduct the research at three private universities in Dhaka, Bangladesh. Using convenience sampling, quantitative data were collected through a survey administered to 100 tertiary-level students. Deploying purposive sampling, qualitative data were collected by semi-structured interviews with 5 domestic and 2 foreign tertiary-level students. Descriptive statistics and thematic analysis were respectively used for quantitative and qualitative data analysis. 50% agree that code-mixing eases communication, while 54% sometimes encounter challenges understanding class lectures due to code-mixing. The interviews find that the domestic students consider teachers’ meshing of Bangla and English conducive to their classroom learning. In contrast, the foreign students perceive code-mixing as curbing their comprehension of class lectures and their learning. This research highlights the need for further exploration of how code-mixing affects classroom learning and English acquisition across departments and disciplines.