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The socio-cultural settings of English-language and English- medium classrooms are intrinsically bi/multilingual and bi/multicultural as both learners and teachers bring their multiple identities and home- community languages and sociolinguistic practices into classroom. However, more often than not in such contexts, monolingual ideologies are guiding principle for top-down language education policies of one- language only which often create conflict and tension. In a postcolonial context, this paper looks at how monolingual ideologies and policies construct L1 as the linguistic other in face-to-face interaction in English classrooms which are defined as English-only. It also shows how essentialisation of English classroom's socio-cultural spaces as non-local is met with resistance through use of L1 which is informed by local/national ideologies and constructs English as the other. Against such a conflict scenario, it finds that code-switching is employed by participants in some classrooms to achieve pedagogical goals and to resolve tension which also deconstructs positioning of both English and L1 as the linguistic other. The paper employs multilayered analyses and draws on data from ethnographic research based in classroom and community contexts. The data includes, amongst other, transcripts of classroom interactions and opinions of teachers and students about their language choices in such interactions. The findings of paper suggest that an appreciation of potential of positive power, constructive resistance and resource argument of L1 use in English classrooms can lead to deconstructing essentialist meanings of the linguistic other.
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