Thesis On Code Switching

“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

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,

The use of translation in the classroom as a teaching method is a valid method to teach english as a foreign language. Over the years, translation as a teaching method has being avoided as a technique to use at the classroom. With the development of different approaches and methods such as communicative approach or the audiolingual method, which looks for the students to learn with the least possible use of speakers’ native language. According to Richards (2006) to learn how to communicate language people need competence which includes different real-life situations; grammar does not fulfil these roles and as far of the learning, in other words, learning by only speaking and practicing the target language other abilities would eventually be

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

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: 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.

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

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

There are plenty of teaching methods that are used to teach a language, they developed over the years and centuries, in this essay two well-known teaching methods will be discussed, their principles, their advantages, and their drawbacks, these methods are Grammar Translation Method and The Direct Method.

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

The goal of this method is to help the students to be able to communicate in the target language. In order to achieve this purpose, the Audio-Lingual Method contains the following characteristics. Firstly, contextualized dialogs are utilized to present new vocabulary and structures in class. Secondly, the conversations are learned through drills which are considered as an integral part of the Audio-Lingual Method. In my own teaching, backward build-up drill, repetition drill and substitution drill contribute importantly the success of students’ learning. Next, grammar rules are induced from examples. By this approach, students personalize and use the grammatical points naturally like the way they acquire the native language. Based on above features, it is believed that the Audio-Lingual Method has a part in the communicative development of students in the target language.