This topic was really interesting to me me because I have worked with many young English language learners who have used this as a method to communicate more effectively. I did not know a lot about this practice before reading about it in an article and it prompted me to do more research on the matter so that I can develop a better understanding for this strategy and what I can do to support English learning. I looked at a few research articles to see what the empirical implications were for code-switching and whether or not it is detrimental to a child’s overall language development. I have encountered some parents in my experience who have expressed concern about this practice because they believe that their child is getting confused learning two languages. I wanted to see if there was any research regarding the detrimental effects of code-switching or whether it was conducive to bilingualism .
Code-switching is a strategy often used by bilingual children to communicate when the necessary vocabulary in a language is lacking. This strategy is defined as the use of two or more languages in a conversation or the ability to switch between different language systems when speaking (Torres-Guzman, 1996 as cited by Preschool English Learners: Principles and Practices to Promote Language, Literacy and Learning- A Resource Guide, 2nd Ed.). The use of code-switching is a normal and common practice used by young English language learners because employing two languages provides the linguistic resources that allow them to communicate more effectively and successfully. Code-mixing is a similar practice but the alternation between two languages occurs within a sentence, as the user embeds words and phrases from one language with another in the same sentence stream (Brice & Roseberry-McKibbin, 2001). These strategies are often a concern for parents and educators because they believe that this is a sign that exposing young children to two languages confuses them. However, there is no evidence that learning two languages is confusing to children and in fact, studies have shown that they are able to separate the two languages very early in development (Genesee, 2008). When they do mix languages, it is to help fill in the gaps in their vocabulary in one or the other language, as previously mentioned. Other research on code-switching suggests that the sentences of bilingual children are often grammatically correct and follows grammatical rules of both languages (Genesee 2008). Brice and Roseberry-McKibbin (2001) also suggest that the use of language alternation does not indicate a language disorder in and of itself and usually is a sign of a bilingual child’s ability in and knowledge of the two languages.
Based on these studies, it seems that code-switching is a beneficial tool for young English learners because it alleviates some of the frustration they encounter when they can’t seem to find the words for a thought in one language. It doesn’t confine them to just using one language over another and allows for more effective and successful communication. I think the most important thing for bilingual children is to build their vocabulary in both languages so that they can maintain their home language while acquiring English. We can support our bilingual students by providing them with the English translation for words they say in their home language when possible and reiterate their sentence so they can hear the translated word in context. As with any strategy with young English learners, we need to be patient and allow adequate wait time for them to process and express themselves.
References for this journal entry
Brice, A., & Roseberry-McKibbin, C. (2001). Choice of Languages in Instruction: One Language or Two?. TEACHING Exceptional Children, 33(4), 10-16.
Genesee, F. (2008). Early Dual Language Learning. Zero to Three, September 2008, 17-23.
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I have heard that code switching is beneficial method for children learning two or more languages. While acquiring multiple languages can be frustrating to a child who does not know how to express his/herself, and induces worry in parents when their child is not at the level of same-age peers, in the long run it will be more beneficial for the child. Children who begin learning a second language before the age of 4 will have less difficulty learning other languages, and will be able to pronounce a greater number of phonemes that would otherwise be lost.
ReplyDeleteFrom what I can remember, I believe that code switching was a major part of me learning english. I moved here at the age of 6, and upon arriving, my parents tried to immerse my brothers and me in the English language. Everything we watched on TV was in English an my parents tried to limit the use of Vietnamese as much as they were able. Even though I was young, learning a new language was a process for me and I can remember many conversations that contained both Vietnamese and English. It was a gradual switch, however. It started out with me trying to speak English, but having to substitute in Vietnamese words for those that I did not know. Now, 17 years later, whenever I try to speak Vietnamese, I find english words sneaking themselves into the conversation.
ReplyDeleteMy parents did their best to keep us in touch with Vietnamese. Like you, after I picked up English, my parents tried to send me to Vietnamese school! Let's just say that didn't go well...
I was lucky to be surrounded by relatives who consistently spoke Vietnamese, allowing me to still be exposed to it when I was home. It was a fine divide, with the older generation conversing in Vietnamese and my cousins and I talking to each other in English. At school, it was all english, all the time (of course).
I will admit that I struggle when speaking Vietnamese, but my knowledge of it is far from gone. English to me feels like it is my native language. But I couldn't have gotten there without some stumbling and code-switching on the way.
After reading your post on misconceptions and this one, it brought to mind something that I had learned in my Spanish classes. A big misconception around code-switching is that it is ALWAYS done because the speaker does not know the word and this is incorrect. Many speakers who know both languages code-switch in a way that shows supreme mastery and linguistic skill of the languages. They can code switch based on words' connotations, cadence of speech, or even based on the person they are talking to. This type of code-switching is especially prominent in communities such as LA where a high percentage of people do speak 2 languages. While I agree that children in schools learning English do code-switch because they may not know the exact word but it can be important to realize that is not the case with everyone.
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