Code Switching

In the article, “Learning How to Code Switch: Humbling, but Necessary,” I learned that I can relate to Eric Deggans to my own experience. When growing up I had to code switch, an example when I was in elementary and I was in Bilingual classes from Kindergarten to Third Grade. Then when fourth Grade hit my school wanted to switch me to an English class not a Bilingual classes anymore. My mom that day had a lot of thought about it and she said it was fine that the school suggested that, so I switched. The change was different because I couldn’t speak Spanish in my 4th grade English class anymore and I had to code switch to just speaking English to the rest of my classmates. And when I saw my Last 3rd grade bilingual class moving to 4th grade

The origin of code switching can be traced back to multiple scenarios. Around the 1860s slaves were declared free in America. W.E.B Du Bois and Anna Julia Cooper were firm believers that who embraced assimilation and saw higher education as the cure-all to racialized problems. Du Bois, in particular, is famous for his assertion that it would be the “Talented Tenth” of the race who would lead blacks to a better life.

“Code switching is a strategy that helps us communicate in socially and culturally appropriate ways. As we think about how we speak to different audiences — such as colleagues, pastors, doctors, children, and service workers — we recognize our own use of code switching. This is a natural and often unconscious response to modify our use of vocabulary, sentence structure, intonation, and topic of discussion according to our audience” (O’Neal & Ringler, 2010). Code switching is helpful in the classroom when teachers are able to use the local dialect but explain why he or she is using it and when it is appropriate. For example, in research papers students need to use Standard English so that it looks professional and informational. For narratives and creative works it is okay to use different dialects and word choice because it gives readers details about the author’s voice and writing style. Teachers can also teach students to be bi-dialectal so they can know how to speak to different types of people in different places. They can do this by comparing words we use in Standard English to words that are used in different cultures that mean the same thing. By using the students’ native/home language or dialect, we can bridge the gap and achieve the target goal of students learning Academic/Standard

In the begging of the chapter, Anzaldúa decides to incorporate the use of code switching to show how both languages are a

It refers to the use of the two languages within sentences or a conversation. When this alternation between the two languages occur at the sentence level it is referred to as code-mixing. According to Paradis et al. (2011), code switching and mixing are used by many typically developing, proficient bilinguals in all countries of all languages. This suggests that code switching is a perfectly normal behavior that does not need therapeutic intervention. Bilingual children commonly use switch coding to help them connect the languages they are learning. Researchers have found that code switching may occur in varying frequency depending on the situation or the context of interaction. However, increased use of the behavior suggests lack of competency in the language that is being used less frequently (Roseberry-McKibbin,

Being multilingual gives you a greater appreciation for other countries and their cultures, as well as making it easier to learn from others who have different experiences from living in different countries since some things get lost in translation. Some people argue that having one language will bring people however, this is not the case. Not everyone has the resources to learn English so by being able to speak multiple languages makes it is easier to connect. Additionally, studies have shown that children who grow up bilingual have improved cognitive skills. By being able to manage two languages at the same time helps improve the brains over function with paying attention, thinking at a higher level, multitasking, and motor

Two African Americans are applying for the same job. One goes in speaking Standard American English (SAE); the other goes in speaking African American Vernacular English (AAVE). The interviewer can relate to the first African American; however, the interviewer cannot understand the second African American. The interviewer cannot understand why the person is dropping g’s, not using verb agreement, and using improper verbs such as finna. Can you guess who got the job? The first African American got the job because they code-switched, so the person interviewing them could understand what they were saying; whereas, the second African American didn’t get the job because although the interviewer understood what was being said it wasn’t professional. Code-switching opens up opportunities for those who use it.

The reason people may be obliged to change their accent is to feel like they fit in and not stand out, so that people from

Code Meshing is the process of speaking both formal and informal at the same time; where as code switching is the process of switching from speaking formal to informal, or informal to formal in order to fit in. I choose not to use either of those methods. I used to use code switching most of my life up until I went to high school. My parents taught me to code switch to show respect to my elders. You should not speak to elders the same way you would speak to your friends. I went to a Afrocentric school Sankofa Freedom Academy Charter School There we was taught to embrace our history and use Ebonics in our everyday language.

In the year 2017, code-switching is a trait commonly found amongst most people in the world. If you were to ask someone if they believe they code-switch you may two answers; one or the other. “What is code-switching” or “NO (with attitude) I do not code-switch”. In today’s terminology, code-switching is considered as ‘playing a double role’.

The southern united states also known as the American south, Dixie, or simply the south a place know for its culture, history and developing its own customs, musical styles and food. Home to two amazing writers, scholars, feminist, activist bell hooks and Gloria Anzaldua. Everyone has something that defines who he or she is by the exclusive things they do. Fashion, culture, life experiences, as well as language all contribute in creating one’s identity. Without the freedom to express your self there is no soul. The inability to speak freely is a form of suppression and without that freedom there cannot be a true reflection of a persons identity and self-concept. “How To Tame a Wild Tongue,” and “keeping close to home: class and education,” give us a glimpse of what its like to not conform and stay true to ones belief’s.

If you are a Spanish speaker who speak both English and Spanish, you code switch back when talking to Spanish speakers not continue to talk in English. Sadly, a lot of standard English speaking Black people don’t do that. They might use AAVE words to sound cool while still using Standard English

People may change their speed when they change from languages. Depending on the environment, they may change their speed without thinking. In Rodriguez’s perspective, “In public, my father and my mother, spoke a hesitant accented and not always grammatical English… at home, they returned to Spanish... the words would come quickly, with ease” (52). Namely, he is saying that his parent’s change their speed or the way they speak one language versus the other. In the change of environment of a community who only speaks one language, Bilingual speakers change the speed they are talking depending on the native language they know and come faster than the second language. Individually, I feel that speaking English I have a relaxed tone; however, in

In this world, there are a lot of languages used to communicate. Nation and cultural diversity are a source of variation in the languages. The diversity of the language used by a particular group is a factor of the occurrence of bilingualism. According to Grosjean (1984, p. 1) bilingualism is the use of two or more languages. The proficiency of bilingualism may vary depending on the exposure to the other users of language and opportunities to use the language. It is one of the factors of replacement of the language. This phenomenon known as code switching, it can occur as a whole, the incorporating elements of other languages in the language being used, or the turn of a variation of a language. Based on Poplack (1980) theory code switching is the alternation of two languages within a single discourse, sentence or constituent. Garrett (2010, p. 11) said that code switching is the most powerful feature of informal communication. Code switching happens when speakers speak in one language into another language as example when they

All these reasons result in social interaction between speakers of different language, which helps predict language contact may result in multilingualism. It is estimated that over half of all countries are multilingual. An example of a multilingual society is Switzerland with three main languages: French, German and Italian and each language is dominant area of its own. John Edwards believes that everyone is bilingual, even if someone can only speak or understand, he believes that you have “some ‘command’ of a foreign tongue” therefore there is no clear monolingual country. Therefore multilingualism is useful in showing how the social interaction between people of different languages help us predict the linguistic results of language contact as it is an example of what happens when multiple languages exist and interact in the same country.