The thesis presentation titled "Exploring Code-Switching Variation in Bangla-English Messenger Chats: A Case Study of English Medium School Educators in Dhaka" is a scholarly examination of the linguistic phenomenon of code-switching within the context of messenger chats, specifically among English medium school educators in Dhaka, Bangladesh. Code-switching is the practice of alternating between two or more languages within a single conversation, and it is particularly prevalent in multilingual settings like Bangladesh. This research aims to provide a comprehensive analysis of how educators in Dhaka employ code-switching in their online interactions. The study will likely involve the collection and analysis of messenger chat conversations among these educators, shedding light on the motivations, patterns, and linguistic structures of code-switching. By focusing on educators, it is expected to uncover insights into how language choices and linguistic strategies impact educational communication and pedagogy. Additionally, this research may consider factors such as the sociolinguistic context of Dhaka and the influence of English as the medium of instruction in schools. The findings could have implications for language education policies and practices in Bangladesh. Overall, this thesis presentation promises to contribute to our understanding of code-switching, a linguistic phenomenon that plays a significant role in the daily communication of individuals in multilingual environments. The research offers valuable insights into the dynamics of language use in the digital age, particularly among educators in Dhaka's English medium schools, and how this impacts the education system and language preferences in Bangladesh.

1. Exploring Code-Switching
Variation in Bangla-English
Messenger Chats: A Case
Study of English Medium
School Educators in Dhaka

2. Reasons for choosing the topic:
• Research on the code-switching patterns in online media platforms of
Bangladesh was only conducted on the younger generation (Shanta,
2017; Neloy & Sarker, 2019; Aorny et al., 2022).
• Research on age variation and code-switching patterns was only
conducted in countries like India (Ellison & Si, 2021) and Italy (Alfonzetti,
2015).

3. Aims of the study:
• Explore the varieties of Bangla-English code-switched
texts in Messenger among the different aged educators of
an English medium school
• In light of the Matrix Language Frame Model (Myers-
Scotton, 1993b [1997], 2002, as cited in Myers-Scotton,
2006):
• investigate the contexts in which Bangla/English matrix
language occur frequently

4. Research Questions
1. What variations of code-switching can be found in the
conversation texts of the participants? How do the different
types of code-switching vary with age?
2. How does the frequency of code-switching differ among
different aged participants?

5. Methodology:
• The research followed qualitative methodology; carried out collective case study
• Nine teachers from a Dhaka-based English medium school teaching in Class IV and
V were chosen conveniently
• Data collected via observation as screenshots of Messenger conversation chats
• Occurrences of code-switching were categorized into three types; variation in the
frequency of code-switched texts was presented via a bar graph; incidence of
Bangla/English as matrix language was identified in light of the Matrix Language
Frame Model.

6. Definitions and theory used in
analysis
• Inter-sentential code-switching; Intra-sentential code-switching (Myers-
Scotton, 2006)
• Tag switching (Poplack, 1980)
• Matrix Language Frame Model; matrix and embedded language; content and
system morphemes; Morpheme Order Principle and System Order Principle
(Myers-Scotton, 1993b [1997], 2002, as cited in Myers-Scotton, 2006)

7. Literature review
Themes of literature review:
• Code-switching
• Matrix and Embedded language
• Types of code-switching
• Research on code-switching in online messaging platforms in
Bangladesh
• Research on code-switching in verbal/written communication
and social media platforms abroad
• Research on age variation and code-switching

8. Qualitative Analysis
• Nine participating teachers were assigned a letter and a number, e.g.
participant 1 written as P1; the researcher assigned the letter R
• Participants were selected based on their age and divided into three age
groups, i.e., 25-29, 30-34, 35-39
• Exactly four turns of the participants’ conversations were analyzed
• Researcher’s texts were not analyzed as their role was to participate in
the conversation

9. Participant (P1) data analysis
(snippet) [age group 25-29]
P1: Tasnim bhalo acho?
(Tasnim is it alright?)
Ar to kichu likhte hobena right? Sign eshob? Naki done? Top page tar kotha boltesi.
(There is nothing else to write right? Sign and the like? Or is it done? I am talking about the top page).
R: Hae thikase shob.
(Yes, everything is alright).
P1: Eta te kono prb (problem) hobe?
(Will this cause any problems?)

10. Participant (P4) data analysis (snippet)
[age group 30-34]
P4: Jano airport e je din ashi koekta flights canceled hoise
(Do you know the day I arrived at the airport, some flights were canceled?)
I was waiting amarta o kokhon jani kortese
(I was waiting when they might cancel mine as well)
Tai shobai boltesilo lucky je ei shomai (shomoy) o aste parsi.
(That is why everyone was telling (me) that I was lucky that I was to be able to arrive even at
this time).

11. Participant (P7) data analysis (snippet)
[age group 35-39]
R: Amak ajk dilo. Kalk jete hobe.
(I received it today. I will have to go tomorrow.)
P7: Ami die (diye) asechi (eshechi)
(I already gave it)
R: Ki obostha miss apnar? Jor ba shorir betha ase?
(How are you feeling, miss? Do you have any fever or aches anywhere in the body?)
P7: Amar sister o pelo…Kal k jabe
(My sister also received it [text message for 3rd vaccine dose]…she will go tomorrow)
Na….ektu betha chilo….napa kheye nisi….kono osubidha hoy nai
(No….I only had a little pain [in my hand]….(I) took napa….(I) did not have any complications)

12. Major findings of the study:
• Intra-sentential code-switching was the most common type of code-switching in all participants’ texts;
• Texts of the youngest age group, 25-29 showed the highest variation and frequency of code-switched texts; followed by the age
group 35-39; the least variation and frequency was exhibited in the texts of 30-34; no consistent pattern was identified in
participants’ code-switched texts with regards to age.
• Bangla was identified as the matrix language in all the participants’ intra-sentential code-switched texts; followed the two premises
of the MLF model; followed Morpheme Order and System Order Principle;

13. Major findings of the study:
• All participants used transliteration (use of English script to write
Bangla) regardless of their age.
• Bar graph exhibiting frequency of code-switching among different age
groups:
0
2
4
6
25-29 30-34 35-39
Mean
frequency
of
code-
switching
Age range
Variation of code-switching with age

14. Conclusion:
• No upward or downward trend was identified in both the types of code-switching and the
frequency among the different aged groups of participants.
• But texts of the youngest age group 25-29 exhibited the highest variation and incidence of code-
switching.
• Context of conversation did not impact the occurrence of Bangla/English as the matrix language;
all participants’ intra-sentential code-switched texts exhibited Bangla as the matrix language.
• The inconsistent variation of code-switching behavior among participants can be attributed to
other sociolinguistic factors, e.g. differences between each individual.

15. Limitations:
• Time constraints led to less data collected and analyzed.
• Less number of participants in the study did not allow for a more
holistic conclusion to be drawn.
• Stakeholders approached for the study were of only one
profession, i.e., teachers. More variation in the profession or other
socioeconomic backgrounds would have allowed for insightful
analysis from different perspectives.

16. Thank you