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Abstract

One aspect that is significant in teaching and learning literature in English is code-switching, swapping of languages in the same conversation. Though its use in English literature classrooms is commonly discouraged, its real effect (positive or negative) has yet to be studied. The study examines how, code-switching affects the teaching and learning of English literature. The current study was quantitative in nature and was based on a positivist paradigm. A closed-ended questionnaire was used as the main tool of data collection. All those students who were pursing BS in English and teachers, who were teaching English literature to BS students at the government colleges in the District Swabi, were the target population of the study. An unbiased, representative sample was obtained with the help of simple random sampling technique. The findings of the study showed that teachers often use switch between English and Pashto to explain difficult concepts, in response to linguistic requests of students, and to limit the sense of alienation and to improve understanding of literature as in drama, novel, and poetry. The study concluded that code-switching is helpful if used properly in classrooms.