Code switching

Code switching is the ways in which a member of an underrepresented group

(consciously or unconsciously) adjusts their language, syntax, grammatical structure,
behavior, and appearance to fit into the dominant culture.

 Sociologists, including John J. Gumperz, were interested in the circumstances that

made dual-language speakers switch back and forth between their native language
and the one spoken by the majority. 

Multilanguage speakers have observed a widespread trend of utilizing different utterances. This is called
Code-Switching (CS).

Al-Qaysi, N., & Al-Emran, M. (2017).

We all want to fit in, and we all make subtle choices to be more “acceptable” to the
groups we’re with. This is called our contextual identity, and this adaptability is at
the core of the human experience.

code-switching can be so damaging for members of minority populations. If  the

dominant culture  runs counter to our own, we might feel like our “natural” selves
are unacceptable, unprofessional, unpalatable, and undesirable.

Code-switching isn’t specific to race, gender, or socioeconomic status. Despite the

diversity of experience, there are some common reasons why people change how
they interact with different groups.

In some extreme (but not uncommon) cases, this becomes a matter of survival.
Black men and boys are often coached on how to act when they interact with law
enforcement . In homophobic and transphobic environments, members of the
LGBTQ+ community are often hyperaware of their appearance and behavior.
These adjustments are the extreme side of trying to “escape” certain interactions
without being “identified” as a member of an underrepresented — and therefore
targeted — community.

In some extreme (but not uncommon) cases, this becomes a matter of survival.
Black men and boys are often coached on how to act when they interact with law
enforcement . In homophobic and transphobic environments, members of the
LGBTQ+ community are often hyperaware of their appearance and behavior.
These adjustments are the extreme side of trying to “escape” certain interactions
without being “identified” as a member of an underrepresented — and therefore
targeted — community.
Whether done with conscious intent or habitually, it has been shown that code-switching
can be a source of frustration, strain and burnout for minorities who recognize the perils of
failing to switch — a lapse that can lead to negative consequences.

 Allaya Cooks-Campbell , 2022.

From the perspective of the correctionist, if the students’ home speech is broken, then it
needs to be corrected by getting them to use the appropriate language—standard
English.

 For the correctionist, the students’ home speech is nothing more than a set of bad
habits that prevent them from mastering correct English.

 In response to the correctionist approach, the contrastivist approach emphasizes the
importance of language plurality. 

 Moreover, the students’ home dialect can be used as a “bridge language”

for acquiring standard English

According to the American linguists Benjamin Lee Whorf and Edward Sapir, language

has the power to shape the worldview and identity of its users.

Carlos D. Morrison, 2017

 Some linguists view code-switching as inevitable, and feel that it helps to express
meanings more precisely, while others believe that code-switching can serve to pollute
a language, rather than enhance the communication between bilingual individuals. 

 the authors contend that when code-switching is used to maximize communication and
to strengthen not only the content but the essence of the message, it can be considered
an asset, not a deficiency. 

However when used in great abundance, and to the degree that it interferes with
communication, it can be considered a deficit. 

Cheng, L. R., & Butler, K. (1989)

Code switching is a communication strategy where one's personality is expressed

differently through their tone, diction, and inflection.

Code switching is most obvious when used in bilingual classrooms, English as a second
language classes, and in classes where bilingual students may be present.

Equivalence in code switching helps students fill in the blanks for an unknown English
word or phrase by replacing it with the same word or phrase in their own language. This
helps bridge gaps in communication where students may not have the vocabulary to
articulate what they need to say.

Linguistic code-switching happens when someone begins speaking in a different language or

dialect throughout the course of a conversation. This lexical practice occurs both by accident
and on purpose for a host of different reasons. People who code-switch can express their
thoughts in multiple different ways.

The most common way young children mix two languages is by beginning
a sentence in one language, then switching to another (Genesee et al., 2004).

Even before they are born, babies’ brains

distinguish and separate between two
languages (Byers-Heinlein et al., 2010).

Code switch is not a problem?

When children code switch, they use all their languages to express
themselves as fully as they can. Code switching helps them develop
their communication and language skills and learn more!

“Correcting” code switching ignores the competence that children demonstrate

and disregards the messages they are trying to communicate.

Adults who try to “correct” children’s code switching can accidentally send the
message that children should limit their speech in order to avoid code switching.
Clearly, this is not a message that builds school readiness!

As a general rule, adults should ask questions and make

comments in only one language at a time.

Switching languages can be particularly supportive in some situations;

however, it must be part of an intentional, balanced approach in which
teachers follow a clear plan for when they use each language and are clear
about the specific goals they seek to accomplish.
Teachers who are bilingual use their
two languages in ways that promote
children’s learning and development
when they
X create close and emotionally
supportive relationships with
children,
X provide encouragement for
children to try new things or to
persist in taking on a difficult
task,
X scaffold children’s learning by
drawing children’s attention to
the steps of an activity or by asking children questions that prompt
extended thinking/reasoning,
X connect children’s knowledge from home and community settings to
classroom experiences, and
X provide a preview of future activities and discuss children’s participation
in past activities.

Negatives:

Some bilingual teachers believe they support dual language development

by alternating languages as they teach. This is called constant code switching or
simultaneous interpretation. During small group instruction, book reading, etc., they
interpret themselves by reading a sentence in English and then saying the same thing (or
something similar) in another language, moving on to the next sentence in the same way.
Alternating between two languages is NOT recommended in any circumstance.
It does not support children’s language development and may even be harmful, as
children’s brains automatically “listen” for their strongest language (i.e., the language they
know best) and “tune out” the other.

Bilingual teachers should plan separate times to read

a book in each language.

Constant code switching by teachers

can take away from children’s language
development, as well as their general
learning (Genesee, 2004).

 As Weir (2000) points out, it is now recognized that a bilingual or multilingual speaker uses
different languages for different purposes, in different contexts, with various degrees of
proficiency to communicate with other interlocutors.

Therefore, as Baker (2006) points out “defining exactly who is or is not bilingual is essentially
elusive and ultimately impossible” (p. 16).

Multilingualism is a widespread phenomenon in modern societies. A considerable

number of people speak more than two languages in their everyday life due to historical,
social, or economic reasons (Cenoz & Genesee, 1998).
Identifying the extent to which an individual should be proficient in each of his or her
languages is essential for defining a multilingual and for understanding which goals are
attainable in multilingual education.

Kang, E. (2013).

The task of the bilingual dictionary is to provide lexical units in the source language with equivalents in
the target language. Therefore, translation equivalence is of great importance in compiling a bilingual
dictionary. This study is an introduction to categories of equivalence in bilingual dictionaries and the
causes of non-equivalence. Some methods for translating non-equivalence are also recommended.

The basic purpose of a bilingual dictionary is to coordinate with the lexical units of one language those
lexical units of another language which are equivalent in their lexical meaning (Zgusta, 1971:294).

Equivalence means the relationship between two lexical units from two languages, and they share the
same meaning. The nature of languages is universal and identical. Although languages have their own
characteristics, equivalence relationship can be built between two languages in means of translation.
Otherwise, communication will not be possible.

Dejun, Li. (2009)

The phenomenon of non-equivalence is caused by linguistic differences and cross-cultural differences

“The meaning of the respective lexical unit of the source language is described by an explanation which
is similar to the definition of a monolingual dictionary but is worded in the target language.” (Zgusta,
1971: 295).

Multi-linguals have observed a widespread trend of switching between two utterances in foreign
language settings entitled code-switching or (CS). It has been noticed that CS usage in social networking
websites has not yet been explored intensively in the higher educational institutions of the Gulf region;
the reason that attracted us to conduct this study in Oman (one of the Arab Gulf region countries). This
study explores the educators and learners’ attitudes towards using CS in social networks within the
higher educational context in Oman.

Al-Qaysi, N., & Al-Emran, M. (2017).

Code switching is a prevalent phenomenon in the multilingual community and social media
interaction. In the past ten years, we have witnessed an explosion of code switched data in the
social media that brings together languages from low resourced languages to high resourced
languages in the same text, sometimes written in a non-native script.

The reality is that the upcoming generations will fluently speak more than one language and
hence we could say that the future belongs to multilingual people.

Jose, N. 2020