Case Study Of Code Switching In The FL Classroom

In America, there is a predominant growth in multiple ethnicities and cultural backgrounds; leading to the usage of multiple languages in the American culture. There is a growing need for many people to learn and utilize multiple languages within the workplace and within one 's own personal life. The importance of bilingualism and the knowledge of multiple languages is ever increasing, and therefore becoming more important for the younger generations. The push for knowing multiple languages and becoming bilingual has many potential negative and positive effects.

Moreover, studies on bilingual language processing have shown that when bilingual speakers, listen to, read, or produce sentences, linguistic competency in both languages is activated, even when the speaker uses one language (Kroll, J. F., Bobb, S. C., & Hoshino, N. (2014). This cross-language activation can be detected in both beginners and highly skilled bilinguals and can be found at various levels of language processing system, such as lexicon, phonology, and grammar. In particular, cognitive research on bilingualism suggests that a bilingual speaker’s second language, which is not used in word recognition and language production, is being suppressed and the language that tends to be self-controlled is the native language of the speaker, not the second foreign language, implying that the native language is indeed compromised to accommodate the second language. The control system used to cognitively prohibit and switch languages is a control system commonly used for

While working with the HCZ school system I found Hartigan and Du Bois’s articles applicable; most of the staff members had the black middle class toolkit. They were able to code switch with the students as a means of communication in order to get the students to perform at higher standards. Staff was able to communicate effectively with students as they created lesson plans they were personally passionate about, and topics students could relate to. Students were consistently engaged and teachers were able to create lesson plans that they were passionate about and that the students would latch onto. HCZ staff used code-switching while working with the students in order to prepare them to advance to college in the future. HCZ has created a model

The existence of a large Latin American community living and working in the United States has been the main cause for the Spanish language to have gradually found its way into the North-American society. Those belonging to this community use both Spanish and English on a daily basis, although not usually to the same degree: Spanish is normally spoken in colloquial situations, whereas English is the language used in work or academic contexts. The code-switching between the two languages emerges as a tool of identification with both cultures. Over the past few years, the cultural reality of all those people who are able to alternate English and Spanish in the

Code-switching is used on the latter parts of the film to emphasize on ideas that are only best understood through a certain language. When Flor talks to Cristina, she only speaks in Spanish. I see a sudden change in mood whenever she does this. The conversations become more sincere, more heartfelt. At one scene, nonetheless, Flor spoke to Cristina in English after she said “I need some space.” Flor exclaimed, “no space between us,” in broken English. The desire to bridge the gap between them intensified. Then, she reverted back to speak in Spanish to truly convey what is on her mind. The emotions just became realistic. This scene, for me, is what made the movie moving for the

Bilingual Adult students who code switch while using technology are more likely to struggle with English as a second language compared with monolinguals who use the same technology

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

In a multilingual or bilingual environment, use of code switching is a common practice. This research aims at finding the attitude of students towards code switching on daily conversation. Nipel (2006) investigates social culture linguistics where students frequently use code switching a lot as not to break a conversation that they are participating in. Therefore, code switching is always used by students who are from the same area and speak the same language. The definition of code switching has been suggested by many researchers in the past. For example, Wardhaugh (2006) in his book defined code switching as switching from one code to another in order to create a new code. In other words, it is defined as a form of identity marker for a group of speakers who use more than one language. Moreover, Myers-Scotton (2006) defined code switching as the use of two different language types in a single or same conversation. Therefore, code-switching is the collocation within the same conversation between two people who use different grammatical systems while participating in the conversation. Code-Switching occurs when two languages are used in one interaction session between two bilingual speakers (Young, 2014).

Ironically, when communicating in one language amongst peers, the other language is always active during their conversations. When an individual hears a word, that person doesn’t process the entire word at the same time, it’s more likely that the sounds arrive in a sequential order. Long before the word is finished, the brain’s language system begins mapping possibilities by activating lots of other words that might match the signal they are receiving. For example, during the early stages of word recognition, the first syllable such as “fan”, will have the person activating other words such as “fantastic” or “fantasy”. “For bilingual people, this activation is not limited to a single language; auditory input activates corresponding words regardless of the language to which they belong” (Shook). Language co-activation is

Bilinguals say that they feel like a different person when they use different languages because of the way to express their

Code-switching is considered a phenomenon in communication, where the speakers, typically bilinguals, alternate codes such as languages, dialects, style or accent within a conversation to accommodate interaction needs (Gladkova, 2017; Shay, 2015). Even though code-switch users are considered to be language incompetent, and to impure languages, the process serves many positive purposes in multiple contexts. Switching between codes is a behaviour to utilise lexical resources of both languages or to emphasise the meaning of the delivered messages, to define personal or groups’ identity, and to aid teachers in conducting language lessons.

One of the very interesting parts of being bilingual is that bilingual speakers are able to switch between languages without much effort. It all appears to come to them in a very natural way. Unfortunately, it isn't all so simple as it appears. Experiments have shown that switching between two or more languages comes at a cost. The cost is involved in speech comprehension ( Thomas & Allport 2000 ) and also in speech production, as observed in the study of Finkbeiner, Almeida, Janssen & Caramaza ( 2006 ).

Code Switching is common is both adults and children who already know two languages or are learning a new language.

Code switching occurs when the languages are alternated by the speaker. The reasons that bilingual children might engage in code switching might be because of the following: this is a way to fill in the grammatical or lexical gaps in the spoken language. So if a child lacks in the lexical or grammatical area of one language, that less proficient one, they will use this process in order to strengthened their more proficient language. The next reason can be because children lack translation of certain words, no matter how proficient or less proficient the language is. So if a child is not able to translate a certain word to the other language, code switching will come into play. The last reason why bilingual children might engage in code switching

The ongoing debate for and against Code switching is demonstrated by reviewing the papers of Vershawn Young and Rebecca Wheeler. Mr. Young voices his harsh disapproval of code-switching in his paper, “Should Writers Use They Own English? (Young 111)”. This is offset by Rebecca Wheeler’s gently persuasive technical paper explaining her implementation of Code-switching which she titled, “Code-Switch to Teach Standard English (Wheeler 108)”. After re-reading both papers several times, trying to move past the emotion, and return to the point of having a US Standard English, I remain with my personal definition of the purpose of US Standard English as a tool to communicate.