Abstract

In modern society, code-switching and code-mixing are inextricably linked, demonstrating one language's dominance over another. It calls into question a community's norms and traditions, which must be adjusted and practised accordingly. The current study probed into the use of codeswitching by Pakistani English teachers in classroom interactions. Data included two documented lectures as well as interviews with the class teacher at Future Executive High School for 10^th-grade graduates. To achieve the objectives of the Study, Setiyadi's (2020) triangulation method, which included observation, interview, and questionnaire, was implemented in the study, with the questionnaire replaced with the Test and Re-test method. The research identified and examined the code-switching material in the lectures using Braun and Clark's (2016) six-step thematic analysis Framework mentioned by Jack Caulfield (2020). These are the six steps: 1. Familiarization, 2. Coding, 3. Generating themes, 4. Reviewing themes, 5. Defining and naming themes, and 6. Writing up. The study discovered that the English teacher used the Urdu codes for ease of comprehension to improve the competence level of the students. The findings of the study rejected the null hypothesis that codeswitching in classroom interactions destroys learning and acknowledged the alternate hypothesis that codeswitching produces excellent results.