CODE SWITCHING ENGLISH LANGUAGE SECOND Y

ode-switching, process of shifting from one linguistic code (a language or dialect) to another, depending on the social context or conversational setting. Sociolinguists, social psychologists, and identity researchers are interested in the ways in which code-switching, particularly by members of minority ethnic groups, is used to shape and maintain a sense of identity and a sense of belonging to a larger community.

In the United States, code-switching was originally studied in the context of second-language acquisition as the process whereby native speakers of Spanish shifted from Spanish to English and vice versa. Sociolinguists such as John J. Gumperz were interested more generally in the circumstances that prompted members of a speech community to alternate between their native language and that of the majority population.

Code-switching was also studied among African Americans who shifted between standard English (a dialect of English that is recognized as the national norm in the United States and is spoken or written by the educated classes) and African American English (AAE), an Africanized dialect widely spoken by Americans of African descent. Other terms for African American English are African American Language, African American Vernacular English, Black English, Standard Black English, and Ebonics.

Code-switching among African American students has been recognized since the 1970s and has informed different views of those students’ home dialect (AAE) and different approaches to the teaching of standard English. The “correctionist” approach to code-switching suggests that the students’ home speech amounts to “broken English” or “poor grammar.” Correctionists may also apply derogatory labels such as “ghetto” or “country.” From the perspective of the correctionist, if the students’ home speech is broken, then it needs to be corrected by getting them to use the appropriate language—standard English. For the correctionist, the students’ home speech is nothing more than a set of bad habits that prevent them from mastering correct English.n response to the correctionist approach, the contrastivist approach emphasizes the importance of language plurality. Those who have adopted this perspective believe that the African American students’ home dialect is equally as important as standard English. Moreover, the students’ home dialect can be used as a “bridge language” for acquiring standard English. For example, African American students may come to school and say to the teacher something like the following: “My brother, he smart.” The contrastivist teacher will recognize this phrase as having a West African sentence structure known as topic-comment: “my brother” is the topic, and “he smart” is the comment. Recognizing that the phrase lacks a verb (a deficit only in standard English), the contrastivist educator will show the students the difference between the phrase “My brother, he smart” and its equivalent in standard English and, more genera

1. CODE SWITCHING

2. In linguistics, code-switching or language alternation occurs when a speaker alternates between two or more languages, or language varieties, in the context of a single conversation or situation.

3. TYPES OF CODE SWITCHING

4. EXTRA-SENTENTIAL/ TAG SWITCHING It is the process of inserting a tag or short phrase in one language into an almost entirely in another language utterance (Al Heeti & Al Abdely , 2016). Example: “As simple as that po.” (As simple as that.)

5. INTRA-SENTENTIAL CODE-SWITCHING It refers to switching within the same clause or sentence, incorporating elements from both languages (Koban, 2012; Utami et. al. 2019). Example: “ Tapos magko -concentrate tayo sa drinking.” (Translated as: “Then we will concentrate on drinking.”)

6. INTER-SENTENTIAL SWITCHING This type of code-switching involves switching at sentential boundaries where one clause or sentence is in one language and the next clause or sentence is in the other (Eldin (2014). Example: “Why are there different literary pieces? Why do we have poems? Why do we have novels? Bakit hindi tula na lang? Bakit hindi isa na lang?”.

7. Use of Code-Switching

8. A particular topic: People generally switch codes during discourse about when a specific language is necessary or preferred; alternative speech may better convey relevant concepts. Quoting someone: People will switch codes while quoting another person. Solidarity and gratitude: When expressing gratitude or solidarity, code-switching can occur inadvertently or to foster a rapport.

9. Group identity: People may alter their language to express group identification. To soften or strengthen command: While asking someone to do something, code-switching works to mark emphasis or provide inspiration.

10. To fit in: Code-switching is a useful tool for people to talk and act more like those around them. To get something: When a person code-switches to a dialect, language, or accent of the local people in the area, he or she may get better deals, prices, or treatments when purchasing an item or service.

11. Clarification: A speaker may engage in code-switching when listeners have difficulty comprehending specific words or concepts initially, or when the speaker does not know or remember the appropriate words in one of the languages. Unconscious effort: People may engage in code-switching without thinking about it. This can occur when one is frightened by a specific event or circumstances such as going on a thrilling ride at an amusement park.

12. Lexical need: People often use technical or idiomatic speech from a foreign or non-primary language; code-switching occurs when translating such words or phrases could distort the precise meaning. To say something in secret: Code-switching can be used when a person wants to relay a message to another person with the intention that no one else around them can understand if they converse in another language.