Code Switching Importance

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,

Many kids in school are wanting to learn a new language away from their native language but many students are wondering what language is going to help them the most in the future. English is the clear answer for these students that are wondering what new language to learn for a number of reasons. Through different articles through the book “Language: A Reader for Writers” it discusses how language is the most successful and most useful language to speak. College students who want to learn a second language, that have not learned English, should learn English because it is the most widely used language in the world and it is the most useful language to learn.

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.

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.

When reading the article I came to realize that code switching is an essential part in the way I socialize with everyone. For instance, I might use a different type of dialect with my 18 year old friends who has a heavy influenced urban dialect than I would with my 46 year old AT&T supervisor from Bridgewater NJ. I also use a different dialect when talking with my brother vs. when I talk to my sister, and when it comes to my fellow peer vs. my teacher. Code switching is important when it comes to communication whether it’s through an email, text, phone call or in person. By being able to embrace code switching, success/acceptance at a job, in a posse or with your family is easily achievable. I again found this article to be relatable because

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

Our understanding of language, as languages educators becomes part of our professional stance and, as such, influences our curriculum, planning and classroom pedagogies. Teachers who view language simply as code make acquiring grammar and vocabulary the primary, if not the only, goal of language learning. Within such a limited approach, students do not begin to engage with language as a communicative reality but simply as an intellectual exercise or as a work requiring memorising.“It is primarily a conventional symbol system concerned with communication or coorperation between people” (Lyons, 1981) “Individual and social (Gee & Hayes, 2011) – people talk like others and yet all have their own style (Bakhtin, 1981, 1986). Every language shares the same basic design properties – nouns, verbs, sentences, and clauses (Chomsky, 1965).

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 speakers in this conversation are Alicia (myself) and Cassius, my best friend since high school. Both of us are twenty-one and are college students working on their separate homework assignments. We had just arrived home from our day out at the mall. Cassius has not slept for twenty-two hours because of his security job then he goes to school afterwards at 11:00. We both had pumpkin spice lattes from Starbucks to help Cassius stay awake. This conversation took place around 7:30 in Alicia bedroom. Cassius and Alicia were left alone because Alicia’s family had left to see Alicia’s younger brother paly baseball. During the conversation Alicia laid on her belly while Cassius sat upright on the dashboard of the bed. The reason why this conversation

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

The Concept of language development was a concept that was relevant to my service learning experience. One particular aspect of this topic was code switching; this was primarily evident in children who spoke two languages, primarily in those who had English as their secondary language. Since they had not fully mastered either language the children struggled to express themselves with someone who did not speak their native language. They had trouble properly conveying their thoughts or feelings, and they went back and forth between languages, in attempt to further express themselves. They struggled significantly when they were told to only speak in English because they would often misuse or make up words that sounded a lot like a word in their

Do you know what GTG or LOL means? Many people use text talk, but does it really affect your schoolwork. Many people believe that code switching is helping students with their writing and they also think that when you abbreviate for a word you learn how it is spelled. Other theories suggest that text talk seeps into your writing and influences you to use improper grammar.

In my day to day life I use several different forms of english depending on where I am at, whether that be at home with friends, or in a professional english setting. Code switching has definitely come in handy throughout my life. I feel it is crucial to be able to code switch in regards to using different types of english in today’s society due to social standards of “correct” english. The appropriate forms of english will most likely vary depending on your location and your position within that particular social group. Knowing how to use and navigate different forms of english in certain situation can lead to more opportunities for networking, because it allows you to appeal to a wider and diverse group of people.

The philosophies how to teach deaf children in public schools have slowly made some transitions from the oral method to total communication to ASL by using the bilingual bicultural education. The bilingual bicultural education programs are using the deaf child’s native language and apply that native language to teach English. There are several bilingual bicultural education programs in the United States (De Vera & Dharer, N.D.) Bilingual bicultural education programs for the deaf are designed based on a special curriculum which includes the use of ASL as L1 and English as L2. One of the ASL/English bilingual strategies are codeswitching which is the most common strategy in the classroom during instruction (Nover et al, 1998). Codeswitching

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