Advantages Of Code Switching In Language Class

One-point teachers should be aware of language acquisition is that the child ability to participate in a classroom may be affect because of the lack of communication, must of the time students that are second language learners tend to stay quite and demonstrate lack of understanding. It is important to identify these students to be able to approach and teach them adequately.

In a perfect world, teachers would be able to talk and teach in every language and know the different dialects and correct grammar structures. This would help student’s value their cultural language and not feel excluded because they are ‘wrong’ by not using the ‘correct’ grammar or sentence structure. Sadly this is not realistic. Teachers have to teach what they know but they also have to keep in mind the different cultures in their classroom and outside of it. To help English Language learners learn in the classroom, teachers need to teach students about the strategy called codeswitching, teachers have to make sure their classroom environment is supportive, and lastly teachers have to teach students Standard English to for their future successes

Language loss is also seen in second language learners as they gain proficiency in the second language and start to use their first language less often. Skills and rules of the first language start to fade with time. This particularly happens when ELL children are enrolled in regular schools rather than schools where instruction from teachers and social interaction occurs in English (Roseberry-McKibbin, 2014).

Many parents believe that it is better not to speak English. When this happens the students will not receive the practice that they really need. The student must know their parents’ language it is imperative to the student’s cultural identity and has to maintain a healthy relationship with their family. Parents’ have concerns about using their native language with their children include: learning another language is too difficult it will delay their language development; the child will not be able to master either language; they will not be as proficient as the students who know one language; confusing the two languages will happen; and they will communicate in English with an accent. The school should address these concerns before the school year begins.

Working hard amounts to nothing when students cannot understand the subject due to language barriers. Therefore, teachers need to be flexible in their teaching methods to help students understand Standard English. Educators can be flexible by accepting the use of social language by the students in order to help them transition to Standard English. As Hill indicates it is vital “to recognize that everyone speaks a deviation from Standard English” and thus teachers need to “acknowledge [students] voices in their writings” (121). By accepting the student’s use of social language students will better understand context and be encouraged to express their ideas and feelings without limitations. Students will also be able to learn the basic skills of code-switching because they are using their social language to start with. White and Ali-Khan indicate that accepting the students social language “[encourages] students to see the adoption of academic discourses as a component of code-switching rather than as a rejection of other forms of communication” (35). Students will hesitate to learn if they perceive

Code Switching is the ability to change one’s language from two or more different languages or even dialects while talking. Code switching serves as a means of connecting individuals with certain communities. This can be seen with speakers of Spanish, who might code switch to Spanglish in order to exclude those around them that they know will not understand. We can also see an example of this in Lo’s study of code switching. Chazz, a Chinese-American, code switches into Korean when he wants to associate his opinion with Ken, a Korean-American. With the same use of code switching Ken states, “Doshite ‘Why’ (in Japanese),” (466.) In order to distance himself from Chazz, Ken code switches into Japanese because he does not want Chazz’s opinion

The purpose of this study is to show that students who speak AAE and have a language other than English as their primary language fail standardized tests due to a lack of proficiency in using and understanding academic English. If students are taught how to code switch between multiple language registers, students will be better equipped to pass the test and succeed in any professional endeavours they have after graduation. The team of high school English teachers worked together to ensure the 91 student participants were able to learn the importance of code switching while ensuring they “conveyed a model of different but not deficit” (Fisher, Lapp, 2013, p. 636).

Many people tend to change the way or the language language they speak, when they are placed in certain scenarios. There are many reasons for code switching. Some people code switch to express something and some is to get what they want by codeswitching. I want to research about code switching because for example Schools. Not every student come to school speaks Standard American English. Some students speak different languages and others speak different dialects of English language. I am hoping to learn how why these students code switch and what makes them do it. I think learning about code switching is very important for me to practice my native language and learning new codes. Learning about code switching will also help me jump back and forth between Arabic and English to comfortably express what I am thinking, to fill in my missing gaps, to transfer and confirm messages,and my reading, and my literacy skills continue to

II TYPES AND REASONS A – TYPES In the bilingual world are different types of code switching, different Researches talk most about two types, and some researchers mention more than two. Wardhaugh (2006) explains the two types of code switching: A.1. Situational Code Switching: this occurs according to the situation a bilingual person is facing.

The viewpoint of teacher C supports the ideas suggested by Atkinson (1987). He suggests that a satisfactory compromise when giving instructions is to give the instructions in the target language and ask for students’ repetition in their native language. This may ensure that everyone understands what he or she is required to do in the

Students who are more introverted may observe and listen to others until they are more confident of what to say. Teachers need to understand that the outgoing student may not be as fluent as he or she seems to be and that the more introverted student may be more proficient in their second language than they appear to be. Although it will take time, both types of students will learn to speak their second language proficiently. While these students are learning, they will make mistakes. The article states that if teachers correct the mistakes directly, it may discourage students from trying out their new language skills. Modeling the correct language is a much better way of correcting mistakes then using direct correction.

The following paper will focus on an individual placed in a very specific teaching setting. For the purpose of the paper, the classroom will be located in an international school in Spain, therefore the language being taught will be Spanish. However, the majority of the concepts introduced are applicable to similar classroom setups in a variety of countries. As this is an international school classroom, the students hail from a multitude of different countries, meaning they do not all share a common first language. This will pose a great challenge to the teacher, whose previous experience solely consists of teaching Spanish in the United States, where almost all of her students spoke English as a first language. She is accustomed to using her students’ L1 as an anchor for teaching the L2, often code-switching to explain grammar and other key concepts. Now, however, she understands that she will have to modify her teaching method. She must now figure out a way to spend almost the entirety of her time teaching in the target language of Spanish. This will serve as the umbrella theme under which she will also address a variety of other modifications and concepts she must consider in her new classroom. All of these modifications serve to improve her ability to teach the class almost exclusively in the target language. What is to follow in this paper is the teacher’s firsthand account, written approximately a month before she is to start teaching, of how she plans to handle this

Due to the presence of the use of mother tongue (L1) it shows the lack of teachers’ incredibility and capability (Labov, 1971, cited in Hughes, Shauness, and Brice, 2006). Linawati (2015, p. 2) also felt a disadvantage of using code switching in classrooms, she stated that the teachers are not creating appropriate atmosphere and encouraging the students’ interest in learning English. In contrast from socio-cultural perspective, the presence of code-switched communication in EFL classrooms encourages capability of using both languages effectively and creative language use (Dahl, Rice, Steffensen, Amundsen, 2010). As for the students’ attitude based on Suganda (2012) and Hamied (2014) studies reveal that students have a positive attitude towards the use of code switching in EFL classrooms. They feel code switching is one of the effective language learning

As the globalization of world economies, cultures, and peoples continue to increase, it is inevitable that languages also follow. In the present day, it is nearly safe to say that there are no nations in the world that are homogeneously monolingual. With the knowledge of two or more language varieties, comes the ability for bilinguals or multilinguals to move between two or more varieties within a single interaction. This phenomenon is known as code-switching (CS). It should be noted that CS is different from style-shifting and other language contact phenomena because the varieties being used are distinct – it’s one variety or the other at one time. Such shifts may occur at any level of linguistic structure, whether it be within a single paragraph, sentence, clause, or word. The places where CS occurs can be categorized into four subtypes: intrasentential switching (within a sentence), intersentential switching (between sentences), tag switching (tag phrases in a different code from the rest of the sentence), and intra-word switching (within a word). Each category has drawn significant attention from the sociolinguistic community, but the reasons for the occurrence of CS within the confines of a sentence (intrasentential) has attracted the most academic interest.

The code switching language taught me a new way to reach my future students on a grammatical level in any part of the state I choose to teach in. Code-switching is teaching that informal and formal language is neither incorrect nor correct but which form is appropriate for the situation that the student is in. The method improves grammar and the students grasp on written and spoken English, while not focusing on the students’ ability to write a correct sentence. While learning about code-switching the process reminded me of an urban slang dictionary being used.