Introduction

1. Context and Importance

With the rapid growth of social media platforms, multilingual communication practices like code-switching and translanguaging have become increasingly prevalent. Despite their widespread use, many users and even scholars conflate the two – yet they are grounded in distinct theoretical frameworks (MDPI, 2020). This confusion hinders precise linguistic analysis and limits our understanding of online multilingual discourse.

2. Theoretical Distinctions

Code-switching traditionally describes the alternation between named languages, guided by grammatical and pragmatic rules (Poplack, 1980). In contrast, translanguaging conceptualizes multilingual speakers as drawing from a unified linguistic repertoire to make meaning, transcending rigid language boundaries (Otheguy, García & Reid, 2019). This theoretical shift – from dual competence toward a unitary model of language has been elaborated in recent scholarly discourse (MacSwan, 2022).

3. Gap in the Literature

Most translanguaging and code-switching research focuses on Western or Asian contexts (e.g., Spanish-English, English-Africans languages, Indonesian YouTube). However, there is scant attention to Central Asian multilingualism, particularly in Uzbek-English and Uzbek-Russian social media environments. Our study addresses this gap by investigating how these linguistic dynamics play out on Uzbek platforms, where multilingual communication is complex and under-studied.

4. Purpose of This Study

This paper aims to:

• Clarify theoretical distinctions between code-switching and translanguaging using recent academic literature.
• Provide empirical illustrations using real Uzbek-English and Uzbek-Russian social media examples.
• Offer insights into how these practices shape identity, communication, and digital pedagogy in Uzbekistan’s multilingual context.
  5. Outline

Following this introduction, the Methods section will detail our data collection and analytical strategy (selecting social media posts/comments). The Results will present categorised examples illustrating both phenomena. The Discussion will interpret these findings in light of theory and local sociolinguistic dynamics, while the Conclusion will summarize implications for education and future research.

Methods

Research Design

This study adopts a qualitative content analysis approach, with descriptive and interpretive elements. The focus is on identifying and analyzing patterns of code-switching and translanguaging in multilingual interactions on social media platforms commonly used in Uzbekistan.

Data Sources

The dataset was collected from publicly accessible posts and comments on three major platforms:

• Telegram channels (popular in Uzbekistan for group discussions)
• Instagram captions/comments (widely used by youth influencers)
• TikTok short videos (with subtitles and captions mixing languages)

Time frame: March-May 2025 (to capture current trends).

Sampling Strategy

• Purposive sampling was used to select posts where multilingual language use was evident.
• Around 150 excerpts (posts, captions, or comments) were collected.
• Selection criteria: inclusion of at least two languages (Uzbek+English, Uzbek+Russian, or Uzbek+English+Russian).

Data Coding

We applied a two-level coding process:

1. Code-switching identification – following Poplack’s (1980) typology:

• Inter-sentential switching (language shift between sentences).
• Intra-sentential switching (within a sentence).
• Tag-switching (inserting discourse markers, e.g., “ok”, “bro”, “nu”).

2. Translanguaging identification – based on García & Wei (2014), focusing on fluid hybrid expressions where languages blend without strict boundaries.

Examples of Coding

Code-switching (Uzbek–English): “Bugun lecture bo‘ldi, but honestly it was boring.”

Code-switching (Uzbek–Russian): “Mana bu kino zo‘r ekan, kruto!”

Translanguaging: “Todayda meetingda gaplashamiz, keyin choyxona boramiz.”

Theoretical Framework and Application

The analysis is guided by three complementary frameworks:

1. Self-Determination Theory (Deci & Ryan, 2020).
   We rely on their distinction between intrinsic and extrinsic motivation (Ch. 4, Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness). In our context, this helps explain why social media users switch between languages: English often indexes prestige or global belonging (extrinsic), while Uzbek and Russian insertions reflect identity and emotional resonance (intrinsic).
2. Translanguaging Theory (Otheguy, García & Reid, 2019).
   We draw on their conceptualization of translanguaging as the deployment of a unitary linguistic repertoire (The Translanguaging Current in Language Education, pp. 281–282). This notion supports our categorization of hybrid expressions (e.g., “assignmentimni submit qildim”) as translanguaging rather than code-switching, since the languages are not treated as separate codes but as part of one repertoire.
3. Digital Discourse Analysis (Page et al., 2021).
   We apply Page et al.’s framework from Researching Language and Social Media: A Student Guide (2nd ed., Ch. 2 and Ch. 5) to situate our examples within the dynamics of online interaction. Their emphasis on multimodality and platform-specific affordances helps explain why translanguaging is more prevalent on TikTok and Instagram (with audiovisual cues) than on Telegram (text-dominant).

Ethical Considerations

Only publicly available data were used; no private chats or accounts were accessed.

Usernames and identifiable information were removed.

The study follows the ethical guidelines of online research (Markham & Buchanan, 2012).

Results

The analysis of 150 social media excerpts revealed clear differences between code-switching and translanguaging practices.

1. Code-switching

Code-switching appeared mostly in Telegram and Twitter conversations, serving functions such as emphasis, prestige, and group identity.

These examples show that users switch languages intentionally while maintaining clear linguistic boundaries.

2. Translanguaging

Translanguaging was especially visible on Instagram and TikTok, where multimodal interaction encourages fluid blending of languages.

Here, languages are not treated as separate codes but as parts of a single communicative repertoire, often used for humor, creativity, or stylistic play.

3. Motivational Aspects

• Intrinsic motivation: Uzbek and Russian insertions express solidarity, intimacy, or emotional nuance.
• Extrinsic motivation: English insertions project prestige, global belonging, and digital modernity.
• Platform Differences
• Telegram: more formal exchanges, mainly Uzbek with occasional English/Russian switches.
• Instagram & TikTok: highly multimodal, creativity-driven, dominated by translanguaging.
• Twitter/X: strong presence of English, code-switching tied to trending global hashtags.

Discussion

The findings of this study highlight            how multilingual practices on social media               in Uzbekistan reflect broader global patterns            of code-switching and translanguaging.                 The clear distinction observed between                the two phenomena confirms recent theoretical clarifications by Otheguy, García, and Reid (2019), who argue that translanguaging reflects a single, integrated repertoire rather than the alternation of         distinct codes. In our data, users on              Instagram and TikTok especially           demonstrated this fluidity, confirming the increasing role of digital affordances in      shaping multilingual expression (Androutsopoulos, 2021).

At the same time, the prevalence of code-switching in more text-based platforms such as Telegram and Twitter suggests that users still maintain functional separations between languages, consistent with earlier models of code-switching as a discourse strategy (Poplack, 1980; Myers-Scotton, 1993). These results align with Li Wei’s (2018) idea that translanguaging and code-switching coexist dynamically depending on communicative goals and platform affordances.

The motivational aspects identified in this study also resonate with Self-Determination Theory (Deci & Ryan, 2020). English insertions often carried extrinsic value, linked to          prestige, professionalism, and global identity, while Russian and Uzbek switches tended to carry intrinsic value, signaling solidarity, humor, or intimacy. This finding supports research showing that language choice in digital spaces is closely tied to identity negotiation and          self-expression (Lee, 2020; Androutsopoulos & Staehr, 2021).

Importantly, the trilingual examples (Uzbek, Russian, English) illustrate a unique feature of Uzbekistan’s digital discourse. Unlike contexts where bilingual code-switching dominates, here translanguaging often involves three languages simultaneously, creating hybrid forms that are both functional and creative. This pattern reflects Uzbekistan’s sociohistorical multilingualism and suggests that online discourse may play a role in normalizing such practices in everyday communication (Fidan, 2022).

Overall, these findings may contribute to theoretical debates by showing that translanguaging is not simply “advanced code-switching” but a qualitatively different orientation to language use. For educational and sociolinguistic contexts in Uzbekistan,          this means that recognizing translanguaging practices can enrich language pedagogy and help align teaching with the communicative realities of students’ digital lives (Garcia & Li Wei, 2021).

Conclusion

This study examined the interplay between code-switching and translanguaging in Uzbek, Russian, and English digital discourse on social media. The findings confirm that code-switching remains a structured, functional practice, while translanguaging reflects a more fluid, creative use of linguistic resources. Importantly, Uzbek social media demonstrates unique trilingual patterns, reflecting the country’s sociohistorical multilingualism.

Theoretically, the results reinforce the need to distinguish between code-switching and translanguaging rather than treating them as interchangeable. Practically, the study suggests that recognizing translanguaging practices can enrich language pedagogy in Uzbekistan, particularly by aligning curricula with students’ real communicative repertoires.

Future research should explore longitudinal patterns of digital multilingualism, compare generational differences, and investigate how translanguaging contributes       to identity construction and social capital in online spaces.