Code Switching Vs English Language Summary

With the increasing number of students that do not use English as their first language in schools today, especially high school students, teachers and students alike have been faced with challenges that have made slow and mostly unpleasant; the transition and settling in of the students and the adaptation to them by the teachers.

“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 each year from 1998 through 2000 there was a 1%-point decline in the graduation rate for black men. But for the past 4 years the graduation rate for black men increase by a 1% point and now stand at a 35%. This year the college graduation rate for black women rose by one percentage point to 46%. With many years of hard work African American thrive for a better education ignoring the statistic that states that 9.6% of African American would drop out of high school. African American prove that they can achieve and will achieve.

Less than 4% of the total student population enrolled in America’s colleges and universities (one of the smallest subgroups based on race/ethnicity and gender.) According to the Schott Foundation, the graduation rate of Black males in CT is between 51%, whereas White males in CT have an 83% graduation rate—a 32% gap. Moreover, the achievement gap between Black women and Black men is the lowest male-to female ratio among all racial/ethnic subgroups. (Strayhorn 1). The disproportionate and devastating failure of Black males in the educational system has further ramifications in our social system as black males are over-represented in the criminal justice system: “African-American males represent approximately 8.6 percent of the nation’s K-12 public school enrollment but make up about 60 percent of all incarcerated youth” (Smith 2005). In order to gain a comprehensive understanding of the academic crisis of adolescent black males, one must examine the research findings surrounding the Black-White achievement gap, black male standardized test scores, black male literacy achievement, and the socio-cultural achievement barriers that obscure black males’ self-perception of themselves as readers. “According to many standardized assessments, educators in the U.S.

Today's education is often viewed as failing in its goal of educating students, especially those students characterized as minorities, including African American, Hispanic, and Appalachian students (Quiroz, 1999). Among the minority groups mentioned, African American males are affected most adversely. Research has shown that when Black male students are compared to other students by gender and race they consistently rank lowest in academic achievement (Ogbu, 2003), have the worst attendance record (Voelkle, 1999), are suspended and expelled the most often (Raffaele Mendez, 2003; Staples, 1982), are most likely to drop out of school, and most often fail to graduate from high school or to earn a GED (Pinkney, 2000; Roderick, 2003).

Working thesis: The reason why African American students do not have a high rate of academic achievement is because of racism and prejudices, the way they are educated by educators, and their incomes.

With the rising high school graduation rates among the African-American student body, African-American students are still underrepresented in institutions of higher education (Stinnett, Perkins, Parla, Monson & Ready, 2017). Despite the increasing trends in high school graduation rates among African-American students, immediate college enrollment has not increased significantly since 1990 (Stinnett et al., 2017).

Diamond 's (2006) study also discovered that African Americans at Lakeside did not score as high on the ACT

Is there really a correct way to speak in society? Code switching is where you can change the way you would speak and it differ from each situation your in. Saying that the technical way to speak in society eyes is SAE (Standard American English), which is used in the job field and even school. Society eyes would be teachers, language linguist and employers. Some people beg to differ to say SAE is the correct way to speak. Depending on where you live and your race. For such as urban areas you are more likely to use slang in your speech. Code switching is an everyday part of life because Race and culture factors into code- switching and when you are presenting your self to reach better and higher

Code Switching: Student’s use two languages, their native language and English, in the same utterance or in the same stretch of conversation. The most common way young children use code switching is by beginning a sentence in one language and then switching to end the sentence in another language.

Standard English was established so that every person of the English origin could speak on one accord of understanding and comprehensiveness. However, fast forwarding to the modern day world, English varies in many cases. Standard English, Broken English, Black English (known as slang), etc... Speaking in any other English besides Standard English you are known to be grammatically and educationally incorrect. Standard English is taught in the classroom but does not prepare for real life world experiences. Many variations of English language are spoken but many are also judged by in most cases a person who speaks Standard English.

Navarrete, Lori, Nevada State College,Watson, M.R Silvana,, Old Dominion University, Council for Learning Disabilities, English Language Learners:The Impact of Language and SocioCultural Factors on Learning, (August

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

When Black students demand programs that they can identify with, it often results in segregation. They are often given their own underdeveloped courses that only black students will be a part of. Africana studies programs are usually comprised of mostly blacks who face numerous issues in society that makes them feel isolated from society, such as blacks on one side of the cafeteria and whites on the other, or classes that are deemed not good but is populated by blacks. Several students from poor socioeconomic situations, causes them to be at a disadvantage. They have weak academic expectations and lacking values. There are many black students who lacked sufficient academic preparedness, discipline and good study habits, which led to the lowering of admission standards for black, inner city youths. This adds labels to them such as ‘second-class enrollees.’ Black are often at a disadvantage with this whole program from lack of funding, to no interest from the board and with several black students living in unfavorable conditions that affect their educational progress. “The research institute seems the most attractive and useful instrument to develop serious scholarship in this field. So far, none have succeeded in establishing themselves due to lack of funding and high-quality scholars.”(Huggins, 1985)

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