Recent studies, however, have shown that MT serves a symbolic tool and can be way more effective in L2 learning than the exclusive use of TL. While many studies have examined the extent and functions of MT, only a few have explored the sociocognitive functions using Vygotsky's sociocultural (SCT) framework. The present study, therefore, adopted SCT to examine the amount and sociocognitive functions of MT. Classroom observations and stimulated recalls interviews were used to collect data from MBA students (n=6). Results showed that, learners MT use made up only 14% of the total amount of speech in L2 classroom. Most importantly, MT performed important functions, such as scaffolding, intersubjectivity and cognitive regulation. MT facilitated vocabulary learning in L2 through scaffolded help; created intersubjectivity by increasing motivation, reducing anxiety, and helped internalize L2 through cognitive self-regulation. A number of implications for classroom pedagogy and language policy have also been discussed.

The study investigates the speech practices of rural Pothohari speakers in the home domain in the light of demographic variables: income, age, education and occupation. It discovers various social, economic, political and affective factors and their complex relationship with respect to language preferences and changes in patterns of use. The data for the study comes from recorded dinner time conversations of the native Pothohari speakers and their interviews. The study highlights interesting facts about family language use, language choices and the sociolinguistic situation of the Pthothari speech community. The findings suggest that Pothohari is undergoing the complex process of language shift and desertion. It is expected that the study will be a move toward raising awareness about endangering the subsistence of the indigenous language and will broaden the understanding regarding language maintenance and the shifting process.