Socio- and Applied Linguistic Peculiarities of Using L1 in Georgian Educational Discourse

There are three major theoretical and conceptual frameworks for studying language behaviors in educational discourse: structural, sociolinguistic, and applied linguistics. Not many previous research studies have used the mixed approach model, which is a combination of sociolinguistic and applied linguistic methods of studying lecturers’ language behaviors - namely code-switching, code-mixing, and translaguaging.
Thus, we reached the following research questions:
1. Which language behavior dominates in Georgian EFL context?
2. What are the sociolinguistic functions of code-switching, code-mixing and translanguaging in the Georgian educational discourse?
3. What are the applied linguistic functions of code-switching, code-mixing and translanguaging in the Georgian educational discourse?
Classroom language behaviours can be examined from various viewpoints such as form, location, patterns, and functions of code-switching, code-mixing, and translanguaging themselves. In this article, we aim to classify the sociolinguistic and applied linguistic functions of the above-mentioned language behaviours.