Code-Switching

What is code-switching?

Code-switching is when a speaker alternates between two or more languages and/or dialects of a language in different settings for a variety of purposes.

Why do people code-switch?

There are a number of different reasons people choose--both consciously and unconsciously--to code switch. Some of these reasons may include:

• Inadvertent code-switching; some may switch into a different language, dialect, or accent without even realizing or intending to do so.
• To mirror those around them, sometimes as a result of exposure, and sometimes to blend in with the crowd.
• On purpose, to make others feel comfortable, or amicable towards them.
• To hide in plain sight; to not draw attention.
• To express certain ideas, colloquialisms, idioms, or slang.
• To sound more/less educated, to command a certain level of respect, to sound "street smart", etc.

How does this impact my teaching?

From the 2014 CDE ELA/ELD Framework, Chapter 9:Access and Equity:

Core Principals of Culturally & Linguistically Responsive Teaching

Expand Language Awareness: Teachers should develop their students' understandings of how, why, and when to use different registers and dialects of English to meet the expectations of different contexts and balance activities that develop students' awareness of English varietal differences and similarities while also acknowledging the need for students to fully develop academic English. When appropriate, teachers should also include their students' primary language or dialect in instruction. Making the hidden curriculum of language visible in respectful and pedagogically sound ways is one way of ensuring the civil rights of linguistically diverse students (Christie 1999; Delpit 2006).

Wow! That's a lot to unpack! Let's take a look...

1. "develop their students' understandings of how, why, and when to use different registers and dialects of English to meet the expectations of different contexts"
• This means that teachers are responsible for helping students recognize that there are different registers and dialects of English. They need to help students identify the different circumstances that call for each type of English, and why and when it is appropriate to switch. One size does NOT fit all when it comes to language!
2. "balance activities that develop students' awareness of English varietal differences and similarities while also acknowledging the need for students to fully develop academic English."
• While the primary charge of classrooms these days is to encourage and develop academic English--a register of English which most students will rarely encounter on a daily basis outside of school--it is also important to make students aware of the differences and similarities in different registers and dialects of English, so that they are prepared to interact with a wide variety of people, outside of their own social and familial circles.
3. "When appropriate, teachers should also include their students' primary language or dialect in instruction."
• As you are able to, give students the opportunity to see the value in other forms of English, outside of academic English, as well as all languages other than English. Showing students that there is value in their home languages and dialects does more than just engage them in your lesson. In doing so, we are saying to them that they themselves have value and importance, especially if their language or culture is not one they often see represented in school, much less in mainstream American culture.  
4. "Making the hidden curriculum of language visible in respectful and pedagogically sound ways is one way of ensuring the civil rights of linguistically diverse students"
• This last part goes to the heart of the matter. By teaching students that all languages are valuable, that all dialects and registers of English, including academic English, have their place and are important and necessary, we are teaching students the skills they need to flourish in our multicultural society. One of the keys to being a successful adult is knowing how to navigate a wide variety of professional, informal, and interpersonal situations. By teaching students to recognize how their language choices affect others, we are empowering students with the ability to make connections and be seen how they wish to be seen--not to be forced to work within a narrow construct of how language works. 

Resources and further reading regarding code-switching:

https://www.npr.org/sections/codeswitch/2013/04/13/177126294/five-reasons-why-people-code-switch

https://www.npr.org/sections/codeswitch/2013/04/08/176064688/how-code-switching-explains-the-world

http://www.ello.uos.de/field.php/Sociolinguistics/Codeswitching