Effectiveness of code-switching and code-mixing while teaching literature in second language

The teaching of literature in a second language (L2) becomes complex in the sense that it largely depends on code-switching and code-mixing. In a bi-lingual and multi-lingual society mixing a foreign language with the native one is a matter of daily routine. The research is aimed at finding that while teaching English literature in an ESL classroom, how the act of codeswitching and code-mixing hybridizes and transforms the learner’s mind. The present research proposes that code-switching and code-mixing pose a serious challenge to the learners’ understanding of culturally determined meanings. Moreover, it provides an opportunity to get the knowledge of foreign culture through language. A multi-lingual mind is enriched with different languages and cultures. Code-Mixing and code-switching are used in a multi-lingual society where the speaker can switch from one language to another language just to convey the message properly. The teaching style in multi-lingual societies differs completely from monolingual societies because in multi or bi-lingual societies the teacher switches from one language to another language according to the learners’ demand. It is argued that codeswitching and code-mixing in a literature class is a more complex phenomenon as compared to code-switching and code-mixing in other disciplines of sciences and social sciences. This research paper is an investigation that how code-switching and code-mixing take place in literature class. Moreover, it will be also under examination that what are positive and negative effects of teaching literature through code-switching and code-mixing approach? The classroom observation method has been used to collect data. The data has been collected from The University of Lahore and Education University Lahore.