CODE SWITCHING
by Rebecca Ludke
Qué es code switching?
?
http://www.codeswitching.biz/docs/QA.html

A simpler definition is the ability to use certain types
of languages in specific situations; for example, my
student greeting me by saying, “Good morning Miss
Ludke, how are you today?” versus the way he/she
would greet his/her friend, “Hey, what’s up?”
Can you decode these words/phrases
heard/written in my middle school
classroom?
-I love her, she’s my biffle!
She is my best friend [for life].
-Man, your girlfriend is a butter face.
She has a nice body, but her face is ugly.
-OMG
Oh my god!
-HAGS
Have a great summer!
-He’s so emo, he never smiles.
He seems depressed (and wears all black).
-Those kids are Aberzombies.
They wear Abercrombie clothing just
because it’s popular.
-My parents wigged out on me.
My parents were very upset with me.
-That’s so B.A.!
I really like that!
Examples of Code Switching in My Life
“Rebecca, your dupa is mine if you don’t clean up
this kitchen!” – Grandma Stasia
- a “loving” phrase heard from my Polish grandmother when I made a giant
mess in her kitchen, usually the result of a homemade pasta experiment gone
wrong, it meant that I was in big trouble if I didn’t clean up after myself
When I was a kid, I loved talking a nap on my
grandma’s pierzyna.
-a pierzyna is a Polish feather blanket, almost like a small mattress typically laid
on the floor
“I scored most of my points outside.”
-used
in typical conversations, with my dad, after my basketball games; the
outside would be defined as shots that are far away from the basket, often 3point shots
The Benefits of Being Able to
Code Switch
-People who are able to code switch have a unique ability. They
can choose the type of language that is appropriate based on the
situation. For example, when you speak with your students, you most
likely use different language and tones than when you speak with
your significant other. Be careful, sometimes the “teacher voice”
comes home!
-For politicians, the ability to code switch is vital. At times, they must
appear intelligent, cultured, well-informed; however, on other
occasions, people want someone they can relate to, someone who
speaks like they do.
-Code switching allows us to “fit in” with those around us, it makes us
(appear) more trustworthy.
Issues Related to Code
Switching
THE PERCEPTION OF OTHERS
-In many immigrant communities, code-switching in ordinary conversation may be
socially required: those who speak only the language of the country are perceived as
assimilationists, while those who speak only the original language, with no borrowings
or code-switching, seem over-formal or show-offs.
-Some view bilingual code switchers as rude because they feel as if they’re speaking in
code to purposely exclude others.
THE INABILITY TO PROPERLY CODE SWITCH
-Others may be confused as to what is trying to be conveyed
-The stigma that a person is ignorant, uncultured, or uneducated OR on the contrary
that a person is out of touch, arrogant, etc.
-A person may not fit into certain social circles because of language issues/differences
VIDEO- kids’ take on code-switching
http://videos.apnicommunity.com/Video,Item,728140406.html
VIDEO- Code Switching Book Promo (Men vs. Women)
http://videos.apnicommunity.com/Video,Item,2336955808.html
VIDEO-Liberian Code Switching
http://videos.apnicommunity.com/Video,Item,2186604890.html
**Videos are Courtesy of the Indian & Bollywood
Television Hub Website**
I know code switching, but
what is code mixing?



Another issue closely related to code switching is code
mixing.
Code mixing can cause problems for bilingual
students; however, the ability to code mix means that
students are able to understand the syntactic systems
of both languages.
Drawing from the knowledge one has of language A
and inserting its rules into language B demonstrates
that the student is mastering both languages. As
language development progresses, students will mix
the languages less and less (Hulit, 2011).
Two Approaches When Working with
Bilingual Students
The Correctionist Approach



Diagnoses the child’s home
speech as “poor English” or
“bad grammar” (EX: finding
that the child does not know
how to show plurality,
possession, or tense)
Assumes that “Standard
English” is the only proper
form of language and tries to
do away with the child’s home
language
Tends to exclude the children
who are not fluent in
“Standard English”
The Contrastivist Approach



Language comes in diverse
varieties
This “linguistically informed
model” recognizes that the
student’s home language is
not any more deficient in
structure than the school
language
Teachers act as models trying
to help children become
explicitly aware of the
grammatical differences
between the formal and
informal languages
What’s a teacher
to do?





Teachers have a tough job! (I’m preaching to the choir, I
know.)
It is our job to teach proper grammar to our students.
However, we must also honor and dignify our students’ other
language(s).
Therefore, we can correct the students, but only to show them
the appropriate times to use particular types of language.
Think about it… if you injure yourself in front of your
students, would you say s!#*?
No, but at home you might.