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

Bilingualism vs Biliteracy: What's the Difference?

What is the difference between the terms bilingual and biliterate? Are they interchangeable?

• A person who is bilingual can fluently speak two languages.
• A person who is biliterate can also read and write proficiently in two languages.
• A person who is biliterate is also considered bilingual, but a person who is bilingual is not necessarily biliterate.

For more information on the Seal of Biliteracy, visit them on Facebook, Instagram, or the website. For California-specific information, visit the CDE's Website on the State Seal of Biliteracy.

Copyright 2010 Vancouver Film School - Link

The California Seal of Biliteracy

Part of motivating our Long-Term English Learner (LTEL) population is helping them to see the value and importance of their primary language. Often times, due to subtractive schooling and other societal pressures, LTELs begin to devalue their primary language, shunning it for English. This can happen at any age, but most often happens in the primary grades, when students begin to realize that they are different and are wanting to fit in.

If we begin to put a higher value on biliteracy - fluent, academic reading, writing, and speaking of another language, in addition to English - students will in turn place a higher value on their primary language. This has multiple benefits. "Academic skills, literacy development, concept
formation, subject knowledge, and learning strategies developed in the first language will
all transfer to the second language" (Collier, 2005). In addition, changing the perception of the primary language for a student can help foster positive associations with their primary language, resulting in a desire to maintain and further their cognitive development in their primary language.

In 2009, Californians Together introduced the Seal of Biliteracy. The following is from their website:

"The Seal of Biliteracy is an award given by a school, school district or county office of education in recognition of students who have studied and attained proficiency in two or more languages by high school graduation. Appearing on the transcript of the graduating senior, the Seal of Biliteracy is a statement of accomplishment for future employers and for college admissions."

The Seal of Biliteracy can help to motivate students to maintain their primary language, to learn a second language, other than English, and can help prepare our students to be competitive in the global economy. In a world where students in most other countries know two or more languages, American students are at a distinct disadvantage. The Seal of Biliteracy not only promotes fluency in two or more languages, but adds prestige and intrinsic value to an English Learner's primary language.

To learn more about the Seal of Biliteracy:

Seal of Biliteracy Information and Implementation Booklet Download - Californians Together

State Seal of Biliteracy - California Department of Education