Code Switching In Second Language Learners

English language learners (ELL) are one of the fastest growing classifications of students attending schools in the United States today. They represent a diverse group of students typically coming from homes or backgrounds where English is not the primary language spoken. Additionally, ELL students experience difficulties communicating or learning academic instruction in English.

The descendants of foreign individuals in the U.S can portray the contrast mentioned earlier. Since the U.S is their home country and also the country in which they’ll develop their tool, their first language should be English. This, however, doesn’t keep the parents from trying to teach both of the languages they speak: a non-native English and the

Everyone in America has had to learn a second language in order to obtain a high school diploma, however this ‘learning’ of a language is merely a short class that does little to tie one down to a second language. There are few students who continue to seek more and more knowledge about their intended language. Some lose interest, while others make excuses by saying that it is too hard. However, learning more than one language has so many benefits that it is mind boggling to me that more people like to remain monolingual. Obviously time and resources are a concern, but there are so many ways to learn a language that can be catered to one’s individual needs. Think about all of the people in our nation whose first language is not English.

It is common in the United States to see DLL preschoolers who attend English dominant ECE programs tend to quickly show a preference towards English and tend to use their home language less and less (Espinosa, 2015, p. 46). Young language learners often experience first language loss, which is when DLLs become more proficient in the English language while their exposure to their native language takes a back seat. It is imperative that attention must be given to both English language development along-side the native language in order to facilitate the cognitive, social, and linguistic benefits of early bilingualism, while encouraging learning readiness goals (p. 46). Learning a second language during early childhood within the United States should not disable the development of the native

In many cases there is an assumption that by placing an ELL student into a mainstream English-speaking classroom they will quickly acclimate themselves to English because that is what they are surrounded by during the school-day. Students will hear English being spoken and will quickly pick up on what is being asked of them.

Bilingualism is the ability to communicate in two different languages. Bilingual education is the use of two different languages in classroom instruction. According to the Encyclopedia of Children’s Health, and many other researchers, “languages are learned the easiest during a child’s youngest years. Therefore, when a child is growing up in a bilingual home or is receiving bilingual education, can easily speak both languages. Children who grow up in a household where two languages are spoken, usually acquire both languages simultaneously. Although their ability quality and skill of each language may be somewhat slower than a child that is

This is a good starting point to help teachers distinguish between a true learning disability and learning English as a second language. If an ELL has a real learning disability then early detection is essential. However, if an ELL does have a learning disorder and does not receive special education for many years, because teachers were waiting for he or she to learn the language, serious consequences could happen (Haung, Clarke, Milczarski, Raby, 2011). Students could be grade levels behind their peers and could suffer emotionally and socially in and out of school. Some ELLs may be able to speak in their native language, but they may not be able to read and write in it. Finally, teachers also have to pay very close attention to ELLs. Each ELL has had a different set of experiences and ranges of educational exposure (Haung, Clarke, Milczarski, Raby, 2011). Teachers must push for appropriate professional development for teachers working with ELLs. Teachers are more prepared to deliver appropriate assessment and instructional modifications to ELLs with disabilities when they have been given appropriate professional development (Haung, Clarke, Milczarski, Raby, 2011).

As your child grows up in a bilingual environment, they may occasionally mix the two languages up, but not because they don’t know any better.

It has been estimated that by the year 2025, approximately one out of every public school student will be identified as an ESL/ELL student in the United States. ESL stands for English as a Second Language and ELL stands for English Language Learner. An ESL/ELL student can be defined as a student whose predominant language or languages at home, is other than English, and would require additional English language support to develop reading, writing, listening and speaking skills. The difference between an ESL student and ELL student is minor; An ESL student participates in programs that are customarily specialized while an ELL student partakes in a traditional educational classroom. English Language Learners have surpassed other subgroups in becoming the fastest growing of the public school population. Despite the common misjudgement of some people towards the ESL/ELL population, 76% of the ESL/ELL students in elementary schools and 56% of the ESL/ELL students in secondary schools are native-born. The highest percentages of ELL/ESL students in public schools are found in the west of the United States. Taking the average of both bigger and smaller cities, ELL students make an average of 14% of the total public school enrollment and in suburban areas, ELL students make up an average of 8.5% of public school enrollment. The ESL/ELL population has more than doubled over the past 15 years and more than half of those students struggle with their academic performance. An ESL/ELL

In recent decades, the United States has seen a dramatic increase in the diverse population, especially with English-language learners in the education system. English-language learners are students who are unable to communicate fluently or learn effectively in English. These students come from a non-English speaking home or background and require specialized instruction in the English language and their academic courses. Educators use a number of terms when referring to English-language learners, limited English proficient (LEP) students, non-native English speakers, language-minority students, and either bilingual students or emerging bilingual students (York, 2008). As

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

When discussing about “In other words”, Bialystok and Hakuta state that there is some thought that children who may appear to be learning a second languge very quickly at a vey young age (before the age of 5). They further state that accompanied by the loss of their first language, have really replaced the first language with the second language.

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

Children are incredible sensitive to the different ways of people speak. Even when they only hear they can understand the difference between the way men and women talking, difference between polite and impolite talk and so on. They don’t get confused when they hear two languages spoken around them. They follow patterns of learning. First language can influence how child use and learn his second language. Bilingual children often use words from one language when they speaking other language. This is called code switching. But this doesn’t mean they are confused about their languages or they are mixing them. Language mixing is a function of normal language learning behavior. It also observed in monolingual children. The former will sort itself out with time, the latter needs to be attended to by the bilingual speakers in the environment. Bilingual children are capable of focusing their attention on relevant information and ignore distractions. Also they have been shown to be more creative, better planning and solving complex problems than monolinguals. They develop a better understanding of language and how to communicate effectively. Also those bilingual children are more flexible in the way they think as a resulting of processing information through two different language systems. A foundation in primary education allows for strong development in literacy abilities when learning in later grades.

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and