Code Switching: Worried your child is confused?

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.