Code-switching: Difference between revisions

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=== Applications in language learning process ===

The application of code-switching under such a condition can be divided into two main different situations: one is the interaction between learners and the educator, and the other is the communication between students and classmates.<ref name="Hancock"/> Linguists and educators have different opinions and views toward the use of code-switching under different situations in language teaching, so the two situations will be discussed separately. Assuming that both learners and language teachers have the same native language background, which means that everyone can use their same native language to build normal communication. In addition, the situation of foreign teachers (whose native language is the target language), and students from diverse backgrounds (each student has a different native language) are not included.<ref name=Cahyani>{{cite journal|last1=Cahyani|first1=Hilda|first2=Michele|last2=de Courcy|first3=Jenny|last3=Barnett|title=Teachers' Code-Switching in Bilingual Classrooms: Exploring Pedagogical and Sociocultural Functions|journal=[[International Journal of Bilingual Education and Bilingualism]]|volume=21|year=2018|issue=4 |pages=465–479|doi=10.1080/13670050.2016.1189509 |s2cid=147719529 |url=https://unisa.alma.exlibrisgroup.com/view/delivery/61USOUTHAUS_INST/12142960180001831|url-access=subscription}}</ref>

According to Grace Cornell Gonzales and Emily Machado, many teachers adapt their teaching styles to code-switching because they believe that it allows students to feel as if they are maintaining their full identity.<ref name="Cornell Gonzales">Cornell Gonzales, Grace. Machado, Emily. "Taking the Leap: Supporting Multilingual Writers Through Translanguaging." ''The Reading Teacher''. Vol. 75, no.6, 2022. pp. 685–692.</ref> Some educators allow students to code-switch when talking or writing. This strategy has been seen to be effective because it allows students to communicate their experiences just how they felt them happen.<ref name="Cornell Gonzales" /> In some cases, some teachers will participate in code-switching when interacting with students because it allows students to feel more comfortable. According to Barbara Mellix, code-switching also allows students to feel more confident and secure with their languages and writing because they see that code-switching is acceptable in certain instances.<ref name="Mellix">Mellix, Barbara. "From Outside, In." ''The Georgia Review''. Vol. 41, no.2, 1987. pp. 258–267. {{JSTOR|41399284}}</ref> Although code-switching can become difficult to control, it has been said that speaking and writing go hand in hand: if a person can write, then they can speak and control their switch in the same or similar way.<ref name="Mellix" /> According to Ena Lee and Steve Marshall, the process of code-switching in a classroom also allows for a "greater access" to knowledge.<ref name="Lee-2012">{{cite journal |last1=Lee |first1=Ena |last2=Marshall |first2=Steve |title=Multilingualism and English language usage in 'weird' and 'funny' times: a case study of transnational youth in Vancouver |journal=International Journal of Multilingualism |date=February 2012 |volume=9 |issue=1 |pages=65–82 |doi=10.1080/14790718.2011.595795|s2cid=145753530 }}</ref> It is important to note that code-switching occurs more often with those whose dominant language is not standard English.<ref name="García-2018">{{cite journal |last1=García |first1=Paula B. |last2=Leibold |first2=Lori |last3=Buss |first3=Emily |last4=Calandruccio |first4=Lauren |last5=Rodriguez |first5=Barbara |title=Code-Switching in Highly Proficient Spanish/English Bilingual Adults: Impact on Masked Word Recognition |journal=Journal of Speech, Language, and Hearing Research |date=19 September 2018 |volume=61 |issue=9 |pages=2353–2363 |doi=10.1044/2018_JSLHR-H-17-0399 |pmid=30076419 |pmc=6195050}}</ref><ref name="Mellix" />