User:Gaucho221/Code-switching

Juliana Tejada: I made several edits to the Wikipedia page on "Code-Switching." These edits involved expanding the definition of code-switching and the manner in which it is described. Additionally, I explored the utilization of code-switching in educational settings, providing further insights into its advantages. Furthermore, I addressed the viewpoints of purists and individuals who hold negative opinions about code-switching due to their desire to preserve the purity of the English language.

Nadine Coronado: Hi Juliana! I suggested some things on the peer review section for your work!

Use[edit]
Code-switching involves the capacity of bilingual individuals to switch between different languages within a single conversation '''. Guiteriz notes that it is important to note that code-switching is most commonly observed among bilingual individuals who are highly skilled in both languages and is actually prevalent in numerous bilingual communities, contrary to common beliefs. The patterns of language switching exhibited by the speaker can be influenced by the listener's level of proficiency in the languages or their personal language preferences .  '''

Applications in language learning process[edit]
'''Code switching involves utilizing entire sentences, phrases, and borrowed vocabulary from a different language. It is a prevalent linguistic occurrence observed among individuals who are bilingual. To proficiently engage in code switching, students need to possess a substantial comprehension of both cultures, along with a profound understanding of the fundamental structures and functions of language systems. Contrary to the conventional notion of code switching representing a disadvantaged and partially literate upbringing, it actually signifies an intellectual advantage .'''

Nevertheless, code switching has typically not been regarded as a favorable attribute by educational institutions, teachers, or the dominant culture '''. The methods employed for assessing and identifying giftedness have traditionally focused on a single language or relied on criteria and behaviors that align with the values and norms of the majority culture .'''

Historically, there has been a prevalent tendency to discourage code switching in both the educational system and society as a whole '''. Atichison's notes...This discouragement stems from concerns regarding the potential negative impact on the languages involved, which could potentially lead to language erosion or decline. According to Jean Aitchison, one possible explanation for the widespread disapproval of language variations is rooted in social-class prejudice. There exists a general belief that someone should arbitrate between the different forms of English. Aitchison concludes that the puristic stance toward language, which maintains the idea of an absolute standard of correctness, has its roots in a natural inclination towards nostalgia, further amplified by social pressures .'''

'''On the other hand, Adalberot Aguirre Jr. argues that language alternation, commonly known as code-switching, can serve as a valuable teaching and learning strategy in the bilingual classroom. A bilingual teacher possesses an intuitive understanding of bilingual behavior, which can play a crucial role in constructing a sociolinguistic profile of the student in such a classroom. This understanding enables the teacher to determine three key aspects: 1) the nature of the code-switching and how it occurs; 2) whether a student is mixing or alternating languages in a manner that indicates confusion; and 3) criteria for discerning between code-switching that carries meaning and code-switching that lacks significance .'''

'''Aguirre asserts that a bilingual teachers  intuitive knowledge of bilingual behavior can be instrumental in his or her construction of a sociolinguistic profile for the student in the bilingual classroom. He supports his argument by outlining three ways in which a teacher's intuitive knowledge can benefit bilingual children in the classroom. Firstly, if a teacher's intuitive knowledge suggests that a child possesses similar linguistic abilities in both languages, they may choose to alternate languages during instruction. This approach aims to enhance sentence complexity and expand the student's vocabulary, thereby strengthening their intuitive knowledge base for bilingual behavior. Secondly, a bilingual teacher's intuition may alert them to instances where a bilingual student is mixing languages in a way that indicates confusion rather than intentional code switching. Lastly, teachers can utilize their intuitive understanding of code switching to establish criteria for distinguishing meaningful code switching from meaningless instances .'''

Type[edit]
'''Almedia Jacqueleline Toribio's study aims to answer a fundamental question: How do second language learners acquire the necessary knowledge to maintain structural coherence and make well-formedness judgments when using code-switched forms? The study reveals that there are two main beneficial aspects of code-switching. Both developmental patterns contribute to assessing methodological linguisitic constructs. Toribio offers an illustration of intrasentential code-switching, showcasing consistent grammatical patterns. Proficient bilingual individuals, equipped with advanced proficiency in both languages, engage in intra-sentential code alternations .'''

'Intrasententional' code-switching vs. 'Insertional' code-switching
Intrasententional code-switching should be distinguished form related linguistic phenomena known a "Insertional code-switching'. Toribio defines 'Intrasententional code-switching' as the practice of switching between two languages within a single sentence structure while adhering to grammatical rules. Skilled bilingual individuals, who are competent in both languages, can judge whether the acceptability of such code-switching is grammatically and functionally correct.

Insertional code-switching is often referred to as 'borrowing' or 'tag-switching'. Toribio refers to 'Insertional code-switching' when lexical items from a secondary language are introduced into the  primary language. These loan words are partially or fully assimilated into the secondary language, conforming to its phonological and morphological structure. Insertional code-switching serves a "pragmatic purpose, acting as sentence enhancers or indicating the speaker's attitude towards the context of an utterance."

Example of 'Intrasentential code-switching'

1) Llegamos a los Estados Unidos en los 60s. We came to New York in the 60s.

"We arrived in the United States in the 60s. We came to New York in the 60s. ''

2) Code-switching among bilinguals ha sido la fuente de numerosas investigaciones.

"Code-switching among bilinguals has been the source of numerous studies."

'''Toribio also provides an instance of 'Insertional code-switching', which demonstrates the incorporation of specific lexical elements into a target language. The borrowed words can be integrated into the host language either partially or entirely, taking into account their phonological and morphological structure .'''

Example of 'Insertional code-switching':

1) El estudiante leyó el libro en el reference room.

"The student read the book in the reference room. ''

2) I met up with my compadres at the fiesta.

"I met up with my buddies at the party."

User: Gaucho221
The bold lettering is what I would like to add

(Applications in language learning process Paragraph)

The application of code-switching under such a condition can be divided into two main different situations: one is the interaction between learners and the educator, and the other is the communication between students and classmates. Linguists and educators have different opinions and views toward the use of code-switching under different situations in language teaching, so the two situations will be discussed separately. Assuming that both learners and language teachers have the same native language background, which means that everyone can use their same native language to build normal communication. In addition, the situation of foreign teachers (whose native language is the target language), and students from diverse backgrounds (each student has a different native language) are not included.

'''According to Grace Cornell Gonzales and Emily Machado, many teachers adapt their teaching styles to code-switching because they believe that it allows students to feel as if they are maintaining their full identity. Some educators allow students to code-switch when talking or writing. This strategy has been seen to be effective because it allows students to communicate their experiences just how they felt them happen. In some cases, some teachers will participate in code-switching when interacting with students because it allows students to feel more comfortable. According to Barbara Mellix, code-switching also allows students to feel more confident and secure with their languages and writing because they see that code-switching is acceptable in certain instances. Although code-switching can become difficult to control, it has been said that speaking and writing go hand in hand: if a person can write, then they can speak and control their switch in the same or similar way. According to Ena Lee and Steve Marshall, the process of code-switching in a classroom also allows for a "greater access" to knowledge. It is important to note that code-switching occurs more often with those whose dominant language is not standard English.'''

(Bilingual Advantage Paragraph)

For instance, they are able to identify relevant visual information and ignore irrelevant perceptual information better than monolingual children. Bilinguals employ these executive and attentional processes daily as they need to quickly be able to select the correct vocabulary and grammar in context. '''According to Ena Lee and Steve Marshall, people are also able to switch from their bi/multilingual identity to a strict monolingual identity whenever they are required to do so.  According to a research study, bi/Multilingual people's brains are working quicker than monolingual people's brains because they are constantly switching between different languages. When writing, bi/multilingual people tend to go through different stages of writing styles, essentially allowing them to go through the learning process in more depth compared to monolingual writers. Code-switching is a writing tool that many people use in order to communicate with similar people whenever they are struggling with formulating words or ideas.'''

Bilingual disadvantage
Despite the advantages to code-switching in the classroom, research has shown that bilingual children seem to have more of a disadvantage compared to their monolingual peers. '''For example, many of them are required to write or speak in English in American schools, rather than writing and speaking in their native languages. Ena Lee and Steve Marshall state that "many students are required to write or speak in English, causing them to push away their other known languages that make up a huge part of their identities". Oftentimes, children speak their native language at home whenever they are around their family, and then once they leave their homes they speak in English. According to Barbara Mellix, the switch in language causes a person to be careful and aware of their surroundings in order to know when it is acceptable to speak a certain language. On the contrary, whenever they feel comfortable around someone, they tend to code-switch and speak in a mixture of two languages or more. The adaptation to standard English language can be quite difficult for bi/multilingual speakers and multilingual writer s because they can feel unsupported and discouraged by the educational systems. Code-switching occurs very naturally and is hard to control for those who are fluent in more than one language. '''

'''During class writing activities, bi/multilingual students are often times faced with writer's block because they are constantly thinking in more than one language, making it difficult to narrow down their ideas so that they can be expressed in a single language. It has been noted that English grammar is one of the most important yet most difficult topics in English, which even monolingual students struggle with. Code-switching makes it very difficult to follow all of standard English grammar rules because students' brains are constantly wanting to switch from one language to another, making it harder for students to formulate good grammatical sentences. According to Barbara Mellix, bi/multilingual writers can oftentimes feel "diminished" or "embarrassed" whenever they are forced to solely stick to standard English because they are afraid to be wrong and stand out in a negative way compared to their monolingual peers. '''

Code Switching in the Classroom (Maritzagomez)
Code switching in the classroom can be challenging because it's not just about translating words from one language to another but also about adapting to a different set of cultural norms. Students begin to assimilate into this American Culture in order to fit in with other students. The way students talk, learn, and think begins to change because they start learning what is the "correct" way of speaking. Things like plurals, nouns, or verbs are things that schools implement onto students but is it important to understand how difficult it can be for students to learn an entire language where there are different rules.

Henry Lawert emphasizes how “an effective knowledge of English is not as universal as many of us would like to believe.”  Schools are prepared to teach children but what happens when the child isn't prepared because English isn’t their primary language or they are not yet confident in considering themselves fluent. From speaking Spanish at home to coming back to school, having to speak English can be challenging and confusing. When switching languages, it can become difficult for a child to understand what is going on in the classroom and might be at a different pace than other students. Teachers start to label children as “inadequate” or “behind.” As a result, children start feeling resentment towards their own culture and begin to think their native language is inferior or invalided. With an average classroom class being 30:1, it can be incredibly to receive help from a teacher and even more difficult when the student is a non-English speaker. Students start to feel discouraged and it can become harmful for them because these are children that are still developing and finding their sense of self.

There is a lot of pressure that students have to conform to one language over the other. For some people it tends to lead to a feeling of disconnection to their own culture, which leads to a this idea that because students choose to learn English because of school (or any other language other than their native tongue) there is this sort of betrayal to their culture. It can be completely isolating when English not someones first language because in America, language is everything. There is this sense of feeling lost and feeling the need to hide their cultural identity. Many educators have argued that in a classroom, all cultures should be celebrated and students should feel like their are fully accepted and valued for who they are.