Code Switching and Mixing among QF students

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The goal of this study is to create a poster that explains code switching and mixing to QF students. The Qatar Foundation is abbreviated as QF. In this scenario, a brief analysis of how students from Qatar typically engage in code mixing and switching will be shown. The Qatar Foundation is made up of various worldwide universities, including the University of Texas, Georgetown, CMU, and Weil Corneil.

The majority of students that come from the QF are unable to communicate well in English. People cannot converse or speak good English unless they combine it with their mother tongue language. Based on various analysis and results this students largely depend on Arabic as their main form or media of communication. The main objective of engaging or writing this research paper is to discuss on what Code – switching is: how it is used and its impacts to the current or modern society. Some of the social functions of Code Switching will also be discussed briefly.


Code switching is a very difficult concept that requires a lot of creativity. CS can be defined as the alteration that occurs between two varieties of language (Albirini, 2011): It is normally employed for different Sociolinguistic and pragmatic purposes (Albirini, 2011). It is also important to acknowledge the fact that CS is a mechanism that is used for different functions which include situational marking, face management, upward mobility and social solidarity (MacSwan, 2014). After conducting and collecting data and information from different QF students, I learnt a lot of facts based on situations that reflect instances that these students have switch their codes. A good example of such a case is when they need to introduce expressions that have a formula, highlighting the relevance or importance of a given discourse, giving emphasis, signalling a change of tone from either being serious or comic (Clyne, 2016). This are just but some of the major instances where CS had to be used by the QF students. Code switching also occurs during instances that the Students need to use direct quoting to pass information from one person to the other (Clyne, 2016). The main reason of CS in this case is that some of the words cannot be translated to English since they will either lose or change the meaning (KOC, 2016). Language is used for different purposes in the World today; at least every language involves the use of rhyming words especially when it comes to poetry. During this instance, the QF students normally switch from English to Arabic.


As discussed above, various instances call for Code Switching. Under this part of the paper, a brief analysis will be given on the pattern that is involved in Code switching. CS is a very difficult process that requires a lot of consideration (KOC, 2016). It is important to note the fact that there are different types of Code switches such as the dense Cs, insertions and alternations (Auer, 2011). This process of switching mainly helps the person in planning his or her words in the right order so as to come up with a meaningful speech. Communicating emotions, thoughts and opinions is an ability that not everyone has (Albirini, 2011). When we look at Code Switching, it is very common among communities that are bilingual.

CS is a characteristic among people who speak more than one language. Some of the main reasons for Code Switching include: explanation of a message. Some of the QF students cannot be able to explain or pass a message from one person to the other without using the Arabic language (KOC, 2016). Others use to clarify or make information clear. Other factors or reasons that are related to the need for code switching include expression, showing identity as well as emphasizing and amplifying a point (Albirini, 2011). The most common factor that makes most of the students to Code switch is either to express themselves or amplify a message or idea (Clyne, 2016). Other minor needs for CS include quoting other people, giving references, clarifying an issue or information that needs to be corrected on.


Based from the above research and findings, it is important to note the fact that Code Switching is very important. Students that belong to QF would not be able to communicate with other people. It is also important to note the fact that as a result of Code Switching QF students have been able to explain themselves fully, they are able to pass information that is meaningful among other students who speak English as their only Language. Without Code Switching, the process of understanding one another would be difficult (Auer, 2011). QF students would not be able to emphasize their information as well as amplify it.

Clarifying messages would also be a problematic case that requires intervention from another party that understands both languages. Generally, despite the fact that most QF students cannot be able to talk or express themselves without mixing their first language and second language, most of this students are encouraged to mix this languages so that they can be able to fully express themselves. They cannot be able to express themselves if they do not Code switch between their Arabic language and the English Language.


In conclusion, it is safe to say the fact that Code Switching among the QF students is a very important concept. Code Switching has a number of advantages in the sense that it has helped these students to learn new information. These students are also free when it comes to communicating with one another. Code switching and mixing among the QF students is also important since it has helped these students to understand the language that they are learning and how it is used. The last factor based on this research and findings is that there are very many reasons or need for Code Switching which range from the need of expression, explanation, justifying and showing identity.


Albirini, A. (2011). The sociolinguistic functions of codeswitching between Standard Arabic and Dialectal Arabic. Language in society, 40(05), 537-562.

Auer, Peter, ed. Code-switching in conversation: Language, interaction and identity. Routledge, 2013.

Clyne, M. (2016). Perception of code-switching by bilinguals: an experiment. ITL-International Journal of Applied Linguistics, 16(1), 45-48..

MacSwan, J. (2014). A minimalist approach to intrasentential code switching. Routledge.

KOÇ, D. K. (2016). ATTITUDES TOWARDS ORAL CODE-SWITCHING AMONG TURKISH-ENGLISH BILINGUAL SPEAKERS IN NEW YORK CITY. Hacettepe University Journal of Turkish Studies/HÜTAD Hacettepe Üniversitesi Türkiyat Arastirmalari Dergisi, (24).

May 17, 2023

Education Sociology


Learning Communication

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