Pakistan is a multilingual community where individuals communicate in more than one language for everyday communication. Literacy practices of young children in schools reflect the literacy practices of the broader social community. Same is the case with the use of literacy practices at homes. The data is collected by answering questions in questionnaires that are answered by the parents. The collected data is from three different social strata of society. The current study analyzes the literacy practices of young children at homes and the way they are associated with the broader social and cultural context. This includes the linguistic and literacy practices of young children during their playtime, their interaction with the members of the family and their exposure to the media and technology. These multilingual literacy practices that are practised at the homes constitute the social and linguistic identity of the individuals in the long run.

The present research intends to investigate the linguistic identity construction of Shina speakers in different contexts. The objective of the study is to study the pure Shina identity and to see how language use varies according to context. An ethnographic study was conducted to find out how Shina speakers construct their linguistic identities in different contexts. The sample for this research was purposive which included multilingual Shina speakers and the data was collected through interviews. The data was analyzed using Markedness Model by Myers- Scotton (1993). The findings of the study revealed that multilingual Shina speakers construct their linguistic identity in their interaction through code- switching and code mixing. It was found that a pure Shina identity is constructed at home and in close circles whereas a hybrid identity is constructed at the work place and formal context.

In Pakistan, most of the population is multilingual owing to their ethnolinguistic identities.  However, Urdu and English are used as contact languages and considered more prestigious than indigenous languages. The present study focuses on the Saraiki language shift due to the parents' inclination to use Urdu and English while socializing with their children. The present study used a purposive sampling technique to select ten parents with Saraiki ethnolinguistic identity from Multan city. Following the mixed-method approach, the data were collected through questionnaires and semi-structured interviews. The thematic analysis was attempted in the light of the 'taxonomic model' by Karan (2008), to identify the motivational factors involved in the Saraiki language shift. The findings exhibit that the parents do not use Saraiki language while communicating with their children. The study recommends sensitizing the parents by organizing various linguistic literacy programmes to reverse the process of the Saraiki language shift.

The research is a quantitative study that investigates the effectiveness of translanguaging on proficiency in English language by the undergraduate students who speak Saraiki language in Pakistan. The study employed a cross-sectional survey design to sample 198 participants to provide self-reported measures of translanguaging frequency using a well-validated scale and conduct a series of measures of English proficiency. The results indicated a small but statistically significant and positive relationship between both variables, translanguaging frequency and proficiency in English. Demographical factors such as gender and urban-rural residency showed no significant moderating effect, suggesting that translanguaging benefits are consistent across learner groups. The study further presents the pedagogical significance of the incorporation of translanguaging in the teaching of English to students with multilingual backgrounds, which preaches that, the teaching process should make use of all the linguistic paradigms to assist the students in learning the second language.