Code-Mixing and Code-Switching in Multilingual Classrooms: Enhancing Second Language Acquisition of English

In today's globalized world, multilingualism is increasingly important, as it involves not only the ability to communicate in multiple languages but also the capacity to transition between them seamlessly. This phenomenon, known as code-mixing and code-switching, has become a common feature in multilingual classrooms, particularly in the context of learning English as a second language. This research paper aims to provide a comprehensive exploration of the dynamics of code-mixing and code-switching in multilingual classrooms and their potential to enhance the acquisition of English as a second language. By reviewing existing literature, the study examines the theoretical foundations underlying these language practices, as well as the cognitive and social implications that shape their usage and significance. Additionally, the paper explores the pedagogical applications of code-mixing and code-switching, investigating how educators can strategically leverage these language practices to create a more inclusive and effective learning environment for students acquiring English as a second language.