10.47313 CODE-SWITCHING COMMUNICATION AND CROSS-CULTURAL IDENTITY OF ADOLESCENTS IN POST-COLONIAL URBAN ENVIRONMENTS

CODE-SWITCHING COMMUNICATION AND CROSS-CULTURAL IDENTITY OF ADOLESCENTS IN POST-COLONIAL URBAN ENVIRONMENTS

Abstract

This study aims to analyze the use of code-switching in the daily communication of
adolescents in post-colonial urban environments and its impact on the formation of their
cross-cultural identity. The primary focus is on how adolescents use language variation to
navigate between different cultural identities. The intriguing research subjects are
adolescents aged 15-18 years living in post-colonial urban areas with diverse ethnic and
cultural backgrounds. The objects of this research include daily interactions and social
media, as the main arenas where code-switching occurs. This study employs a qualitative
approach, utilizing participatory observation and indepth interviews. Observations were
conducted in schools and teenage hangout spots in major cities with a colonial history.
Five teenagers were purposively sampled for indepth interviews, aiming to understand
their personal experiences in using codeswitching and its impact on their identities. Data
analysis was thematic, identifying major patterns and themes.
The research results suggest that code-switching functions not only as a practical
communication tool but also as a vital means in negotiating identity and group
membership. Adolescents often use code-switching to adapt to different social contexts,
demonstrating their proficiency in various cultures, and as a form of self-expression.
However, this can also lead to internal conflicts, especially when facing pressure to
conform to specific language and cultural norms.
This research indicates that code-switching plays a crucial role in the formation and
expression of cross-cultural identity among adolescents in post-colonial urban
environments. This practice reflects the complexity of life experiences in multicultural
societies and highlights the importance of language understanding as an integral part of
social identity. These findings have implications for education and social policy,
particularly in designing programs that support cultural and linguistic diversity in urban
settings.