Code-Switching
Think about a time when one couldn’t quite understand you. It could have been because you were talking too fast, too quiet, or speaking in a language which was foreign to them for example. Code-switching can be defined as “speaking in a different language or dialect throughout the course of a conversation” (MasterClass, 2022). Further, it “involves adjusting one’s style of speech, appearance, behaviour, and expression in ways that will optimize the comfort of others in exchange for fair treatment, quality service, and employment opportunities” (Durkee, M., Lee, S., McCluney, C. L., Robotham, K., & Smith, R, 2019). This can look like speaking louder and slower to an elder following a conversation with your best friend in a higher-pace; Going by your first name as a Chinese individual in Canada even though the cultural standard in China is to mention the last name before the first. Code-switching is not only used by multilingual individuals, but also by everyone to accommodate for our diverse society. In this paper, we will be dissecting why we code-switch, if it’s good or bad, and what code-switching looks like in the classroom for teachers and multilingual students.
Motivations for Code-Switching
There are several factors that contribute to the use of code-switching. On a greater scale, it’s a “strategy for Black people to successfully navigate interracial interactions and has large implications for their well-being, economic advancement, and even physical survival” (Durkee, M., Lee, S., McCluney, C. L., Robotham, K., & Smith, R, 2019), meaning that for Black individuals to fit into our society, so to speak, they must change the way they interact with certain individuals—code-switching. One may also code-switch for the sake of privacy: whether it’s planning a surprise party or communicating to a friend who has the same linguistic understanding as you compared to others around. Code-switching may also occur when “people move away [and] choose to code-switch to a more standard-sounding English to fit in with their new environment and likewise, they will switch back to their home accent or dialect when they visit home” (Study.com, 2022). Another reason for code-switching is the power dynamic in society. Individuals with the non-dominant language or accent in a community may feel like they need to talk in/with the dominant language/accent to fit in with the group who holds the power. This can look like a Black woman “[switching] between different language varieties or dialects” (MasterClass, 2022) like telling her child to get in the “ca,” instead of car, and then continuing her conversation about their time at the “park,” instead of par, with her White friend. This is what is called the African American Vernacular English (Geis, 2009). Code-switching can also occur while configuring sentences when conversing. A multilingual person may not quite have the confidence and fluency to engage in a conversation in their second language. Code-switching can occur in this scenario by alternating between their languages to construct a complete sentence—even if it is not in one language (Durkee, M., Lee, S., McCluney, C. L., Robotham, K., & Smith, R, 2019). As previously mentioned, however, we all code-switch and it is not limited to people of color, or even bilingual/multilingual individuals in our society. Code-switching “happens naturally” (Durkee, M., Lee, S., McCluney, C. L., Robotham, K., & Smith, R, 2019). For example, if you were speaking to an ESL individual who isn’t quite fluent, you may automatically speak slower, speak with more clarity, and use more simplistic words to ensure that they can understand you. This can also look like adding in non-verbal cues and hand gestures to guide the conversation, from both monolingual and multilingual individuals.
Is Code-Switching Good or Bad?
We have looked at several examples on what code-switching can be. There are actually two sides to code-switching, and can be very beneficial for multilingual individuals if used in the right context. However, there is a negative side to code-switching. Code-switching can sometimes alter individuals and who they are just so they please the people around them. For example, “Black students selectively code-switch between standard English in the classroom and African-American Vernacular English . . . [to elevate] their social standing” (Durkee, M., Lee, S., McCluney, C. L., Robotham, K., & Smith, R, 2019). People who code-switch may also lose some of their culture/language if they continuously choose to converse in a way that the community around them wants them to. On a larger scale, “Black people [are implicitly encouraged] to code-switch to survive police interactions, such as “acting polite and respectful when stopped” and “avoiding running even if you are afraid”’ due to some of the racial prejudices from some police officers towards people of color (Durkee, M., Lee, S., McCluney, C. L., Robotham, K., & Smith, R, 2019).
Although there are many negative effects of code-switching, there are also many ways in which it can benefit us all. Throughout the years of code-switching, “new varieties of speech have emerged”: “People who speak a combination of Hindi and English are now said to be speaking “Hinglish”; Spanish and English speakers might refer to their spoken dialects as “Spanglish”’ (MasterClass, 2022). These examples are showing us a mix in languages which may eventually be a bridge from one language to another in language acquisition. It is also important to note that ones who code-switch don’t necessarily have “a lack of proficiency . . . [but rather have the choice in] how to express themselves” and “cognitive flexibility throughout life” which is another great benefit (Lightbrown & Spada, 2013, p. 31). Code-switching can also be used to “make others feel comfortable”—in a good way. If an individual joins your workplace, or any setting really, and they are not quite fluent in the community’s dominant language and you can speak both that languages, you can give the individual a sense of comfort by greeting them in their language, and slowly assisting them in their language acquisition when you get the chances. Code-switching can also give employees a sense of place at work as they can code-switch between work related and personal conversations (Glowacka, 2022). There are many benefits to code-switching, and it is an essential tool in the classroom as well.
Code Switching in the Classroom
Both students and teachers can benefit greatly from code switching in the classroom, and there are many ways to do so. Students code-switch without even realizing it like going from writing a formal paper, to talking to a friend in a more relaxed manner, and then talking to a teacher respectfully. Multilingual students can further code-switch between their languages when talking to friends that speak their foreign language as well as speaking the dominant language of the community with other peers. Teachers also code-switch a multitude of times in the classroom. In fact, the minute they step into the school they change their persona to a broad, professional mannerism. Educators can also encourage multilingual students to code-switch at their comfort by allowing students to “conduct research online in their home languages for class projects” and do schoolwork “in their home languages,” as well as “write and publish online dual language or multilingual stories or projects” (Cummins, 2019). Teachers can also encourage code-switching by taking steps to include multilingual instruction in the classroom for a sense of place. We can do this by including “multilingual books” in the classroom for students to practice their reading skills in multiple languages (Cummins, 2019). Also, instead of providing instructions just in the dominant language of the community on a paper for example, we can also include the students’ foreign language(s) on the paper so the student can practice code-switching while reading the instruction ensuring that they have a clear understanding of the assignment—rather than potentially setting them back due to their multilingualism. Overall, there are many great ways we can use code-switching in the classroom to further advance the knowledge of both the teacher(s) and students.
Wrapping Up
Code-switching has been used both intentionally and subconsciously in and out of the classroom. There are many motives behind code switching whether it’s for clarity, fitting in, or regarding academics. Although there are some negative effects behind the linguistic tool such as cultural and social identity confusion, code-switching can really be a great advancement with the right intentions for our multilingual students in the classroom. It can develop a sense of place in the classroom, as well as develop fluent bilingual individuals. Think back to the scenario where one couldn’t comprehend what you were saying at first. Could it have been code-switching that helped you through?
References
Cummins, J. (2019, February 26). How Can Teachers Maximize Engagement among Multilingual Students? EdCan Network. Retrieved November 23, 2022, from https://www.edcan.ca/articles/multilingual-students/
Geis, M. (2009). A note on “Ho”. Exploring Language (12th ed., pp. 463-466). Boston, MA: Pearson.
Glowacka, M. (2022, November 2). Why code-switching is an important workplace skill. Preply. Retrieved November 26, 2022, from https://preply.com/en/blog/b2b-benefits-code-switching-workplace/
Lightbown, P. M., & Spada, N. (2013). How languages are Learned (4th ed., p. 31). Oxford University Press.
MasterClass. (2022). Code-Switching Definition: 5 Reasons People Code-Switch – 2022. MasterClass. Retrieved November 26, 2022, from https://www.masterclass.com/articles/code-switching
McCluney, C. L., Robotham, K., Lee, S., Smith, R., & Durkee, M. (2019, November 15). The Costs of Code-Switching. Harvard Business Review. Retrieved November 26, 2022, from https://hbr.org/2019/11/the-costs-of-codeswitching
Study.com. (2022). What is Code-switching? Why we do it and How it’s used in Education. Study.com. Retrieved November 26, 2022, from https://study.com/learn/lesson/code-switching-classroom.html