The aim of this paper is four-folds: (1) to examine the unique multilingual context of English in India; (2) to examine Hinglish, one of the verbal outcomes of multilingual India; (3) to shed light on Code-Mixing and Code-Switching as bilingual phenomena distinct from other hybrid linguistic systems, and (4) to address the question of English language pedagogy in India with special reference to ‘teach or not to teach the code-mixed’ variety of English (Hinglish) in India. The paper argues that it is timely and urgent to address the legitimacy and challenges of teaching code-mixed English (e.g. Hinglish) in India. The theoretical underpinning of this paper is derived from the current research on World Englishes, psycholinguistics of multilingualism, language acquisition/ learnability, and classroom pedagogy.
Keywords: Indian multilingualism, sustainability, translanguaging, unconscious learning, code-mixed English, bilingual language modes, interlanguage.