The Benefit of Code Switching

Bilingualism is now the global norm compared to monolingualism. Languages are changing and more people are able to speak more than one language. Ricento (2005) has established that there

“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

The need to learn code-switching can arise from a variety of situations where people are required to become bilingual. There are several reasons to become bilingual. One of those is living in a bilingual community. In her article “From outside in”, Barbara Mellix

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,

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

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

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

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.

Throughout its history, English has become one of the most spoken languages in the world. This will lead me through the dissemination of the English language and the changes the language has under gone. Until recently, the wide spread use of code-switching, the practice of using and thinking in two different languages is much different than borrowing. Borrowing is a term used to describe using words from other languages by monolinguals of any given language and have been adapted into regular use, as part of an adopted vocabulary. One example

The first myth of the monolingual brain means that infant’s brains are monolingual and treat two different languages as the same language. This, however, is untrue; infants can learn two languages at the same time and will not get confused between the two. Evidence for the myth of the monolingual brain comes from developmental milestones, differentiated use of two languages, and grammatical constraints on bilingual code mixing. In regards to developmental milestones, bilingualism versus monolingualism has no known consequences for phonological

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

People who utilize code switching include people who don’t originally speak the language most people speak. For example, people from Mexico may code switch more than people from the U.S. simply because it’s not their original language. Other forms of code switching involve people who talk informally at home and people who must talk formally at work. Code switching is used mostly when you are in an environment that is the same as the one you live in. for example, during a job interview, you might want to talk properly instead of using the slang you might use at home.

Code switching is when you distinguish between the informal and formal language and use it to talk in different environments. Studies show that students are easily able to code switch depending on the audience and content. Many people believe that if teachers teach students how to code switch and why it is important, that it could make teenagers writing more sophisticated.

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