Students at universities in multilingual settings sometimes struggle with code-mixing, which is blending two or more languages in a single discussion or speech. This study discusses the code- mixing issues university students encounter while analyzing how they affect linguistic ability, communication effectiveness, and academic performance. The study further explores the causes of code-mixing among university students and looks at its trends and prevalence. It uses surveys and interviews to collect information from a wide range of students in a university context. The research shows that code-mixing can impede the acquisition of language skills and make it more difficult for listeners and speakers to understand each other. Additionally, it might lead to less correctness and clarity in academic writing. Code-mixing may also make it more difficult to negotiate one’s identity and maintain linguistic hierarchy within student communities. The findings of this study recommend putting language support programs in place, raising language awareness, and introducing code-mixing knowledge into language education approaches to solve these issues. Universities can promote effective communication, improve language proficiency, and create inclusive learning environments by comprehending and addressing code-mixing difficulties for their varied student populations.
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