Does code switching have a place in the classroom?
The article by Wheeler & Swords says "To code switch is to choose the pattern of language appropriate to the context. This is what I want my students to be able to do—choose the language form appropriate to the time, place, audience, and communicative purpose (Ezarik, 2002)." (2004, pg. 475) In today's world, we have to acknowledge the different language patterns in each of our students, like SAE & AAE, and be aware of the sociolinguistic problem in the classroom. I would love to imagine that all the educators and businesses around the world are aware of our cultural difference in language and don't hold it against us. It's not realistic to think that these differences in our language patterns won't prevent in any opportunities form arising in the future. We have to make sure our students are educated on code switching and know why we do it. We also need to make them aware of different languages, besides standard english and AAE, and know how they are used in other dialects. I think making our students more informed and more connected will have greater value to code switching than ignoring it all together.
And it's not just black students. Children of Boston who lay on the Southie accent when they visit the old neighborhood or the country kids who sound a bit more down home.
How do you feel about code switching?
Are we trying to abolish code switching or should we recognize it and use it for meaningful instruction?
Ways to look at code switching beneficially
- It opens up many opportunities for the code-switcher.
- It allows the code-switcher to become a cultural connector.
- Code-switching gives its users a more nuanced and tolerant view of world cultures, as their lives are spent jumping between different context— each one containing different cultural assumptions and expectations.
- A code-switcher, by being fluent in multiple cultures/languages, can access each of those environments without imposing a foreign culture/language.
I believe when we introduce code switching in the classroom, we have to begin by comparing the differences of the languages, ex. SAE and AAE, and why there is value in both! Our students need to know the importance of both languages and how each language will present itself in the future. It would be detrimental to the student if we ignore the differences/similarities and not make them aware of how it might effect their life or their families in today's world. If we start with a comfortable environment in our classroom, our students will begin to look at their own assumptions of their language and learn to recognize parts of other languages in which they are not familiar with.
I'll leave the rest of this blog for you to think if code switching belongs in your classroom. I think there is a need to bring it to the table for discussion on why people do it and why there is some value in code switching in todays world.
I'll leave the rest of this blog for you to think if code switching belongs in your classroom. I think there is a need to bring it to the table for discussion on why people do it and why there is some value in code switching in todays world.
- Do you think you are going to put value in code switching?
- What are some ways you can bring awareness of code switching in the classroom?
- Is there a universal way to implement code switching in the classroom?
- How distinct do two language varieties need to be in order to consider their alternating usage to be an act of code-switching?
- What languages do your children think in?
Young, V.A. (2009). "Nah We Straight": An Argument Against Code Switching.. jac, Vol. 29, #1-3 (pp. 49-76).
Wheeler, R.S., Swords, R. (2004). Codeswitching: Tools of Language and Culture Transform the Dialectally Diverse Classroom, Language Arts, Vol. 81, #6 (pp. 470-480).
Great blog post Doug! I really enjoyed the Ted talk you linked! I think originally I thought of code switching in a similar way as you do but after reading the Nah, We Straight article I am left with many confusing questions and concerns regarding code switching. Code switching is beneficial in the sense that it allows students to understand all forms of dialect and use these dialects to their advantage in todays society that is still struggling to encourage various dialects in school and professional settings. However, I was really blown away by Young’s piano analogy and when he states “if the two languages are not used together, at the same time, in the same place, no merging will materialize”. (Young 57) How can we expect students to not feel racially discriminated if we are putting a emphasis on the differences between the languages and saying that SAE is the correct and most accepted dialect? What kind of message is this sending to our students making them switch between the “correct” language and the “wrong” language? However, at the same time how do we prepare our students for a professional world where AAE is not seen as correct and can negatively affect their opportunities? In my eyes, Young, Wheeler, and Swords represent code switching as a lose-lose situation because the implementation of code switching “holds promise for reducing the achievement gap in America” Wheeler & Swords, 471) but also perpetuates racism and further producing a “mental disorder in blacks — racial schizophrenia” (Young 52). Sorry I don’t have many answers to these questions but hopefully with experience and more education we can start to form solid conclusions.
ReplyDeleteThanks for your post Sam. You bring up great questions about code switching and how it can make students feel racially discriminated against. Putting emphasis into one language will certainly make the other students feel inferior if it is not the language being taught. Code switching is definitely a topic which I as well don't have all the answers, I guess the best we can do is keep being critical in our thinking.
DeleteGreat post Doug! I agree with your point "We have to make sure our students are educated on code switching and know why we do it." Students must be informed on what it is, why it is used, and who it benefits and why. To answer your question, I am going to put value in code switching in my classroom because I understand the value of all language, and I want my students to have as many opportunities as they can. I want them to be aware of the benefits that you listed in your blog. But I will also educate them on the points that Young made in his article, that code switching still values the dominant language and my students need to be made aware of that. Like you said, "it would be detrimental to the student if we ignore the differences/similarities and not make them aware of how it might effect their life or their families in today's world."
ReplyDeleteThanks for your post Will. I agree with you on your points. It's definitely something that needs to be discussed and brought up for the positive reasons and negative reasons as well. The more opportunities we can provide to our students only enhances their educational experience
DeleteDoug, I appreciate how you left the end of your blog open to us: can we see ourselves adopting code switching in our classrooms? In terms of presenting "contrastive analysis", as in the Wheeler & Swords article, I see the benefit. I have been guilty of being the corrective teacher. Heck, I've been guilty of being the corrective Facebook friend or even corrective wife. So, I would love to find a way to affirm my students' diverse dialects instead of constantly correcting them. In this regard, I see contrastive analysis as beneficial. I see this form of teaching or code switching as something I would incorporate into my classroom. However, I think there is a fine line between code switching being beneficial or continuing to keep the white standards in place.
ReplyDeleteLike Sam, after reading Young's article, I honestly felt confused. I feel like this is an uphill climb, challenging societal norms while still preparing our students for the future. We will have to teach standard English - but how do we challenge the norms and truly incorporate our students' diverse languages? Is code switching the answer or is it continually showing those who don't speak/write in standard English that they are inferior...unless you learn to code switch? I was left with more frustrating questions than absolute answers - just like Sam!
Thank you for your response. I too felt conflicted after reading both articles. It was good to see what our peers think on this issue. I do agree on your comment that there is a fine line between code switching being beneficial or continuing to keep the white standards in place. Hopefully our education will provide us with the courage and answers to walk that line in the classroom. It will be interesting to see what we say in class.
DeleteI like how you added the negatives and the positives about code switching. I agree, there are many points on both ends - but how do we know what to do in a class room? I agree 100% that we need to put value in code switching and the different languages our classes will be made up of. I think we need to allow them to have that safe space where they understand there will be no hate or negative attention given to them if the students do mix languages. I think code switching applies to any and every two languages. I feel that we give it a negative stigma in this country, especially when the languages are SAE and AAE.
ReplyDeleteI do hope to create a safe and honest environment within my classroom that allows students to be themselves, 100%. I feel that we can't be all rainbows and butterflies with students either and make them think that it will be accepted everywhere and that their cultures will be accepted everywhere. I think that we have to be honest with the struggles different cultures and communities have in this country. We have to teach our students how to deal with that information while making sure they are not removing their own culture to 'fit in' to our society.
Thanks for your response. You are right, there are many points on both sides and that's what makes this a complex issue for the classroom. I like how you pointed out that it needs to start with the safe place where there will be no hate or negative attention based on the language used.
DeleteGood post Doug and I think you bring up some valid points. Until I read Young's article and it put code switching into a different perspective and brought to light some valid points about why code switching might not be as beneficial as we would like to think. But the article left me with many questions about how to further our students education. I agree with Will in pointing out what you said about making "sure our students are educated on code switching," because they should know the reasons behind why students code switch. I think what I would like to do as a teacher is try to implement more methods that lean towards "code meshing" like Young talks about in the article so students do feel comfortable talking and writing in their own language! I hope that we talk about this more over the semester!
ReplyDeleteThanks Emma. I do think there is some valid points in my blog but also many valid points that were made in Young's article. I'm definitely understand both sides and wanted to hear other peoples perspective on this issue. Code Meshing is something I could definitely be on board with as well. Don't worry there will be more talks to come!
DeleteDoug, thanks for the blog post. I like how you have left it open for interpretation. Is code-switching like changing clothes to fit into the group you are representing? Let us discuss!
ReplyDelete“Teachers can draw upon the language strengths of urban learners to help students codeswitch—choose the language variety appropriate to the time, place, audience, and communicative purpose“ (Wheeler & Swords, 471). So, Wheeler and Swords believe we should teach codeswitching to our students to make them better American. After all, if they can navigate the language, they can achieve the American Dream. Although, in the article “Nah, we Straight” Graff believes “code-switching is a misguided approach and argues: “Linguistic integration is better than segregation” (Young, p. 53). So, we should not change to fit in.
So, I read it is great to change your clothes to fit into the group you are with and heck no, you should wear the clothes that represent you. Wait! We have also talked about being culturally sustaining, relevant to our students. What am I supposed to do? Get to know my students home life, neighborhoods, and community. Alternatively, tell them not to bring that into the classroom! Students you need to adapt to the “standards” so, let me teach you how to lie about your identity to fit into society.
Let step back and invoke the rule of eight! Judge everyone is eight seconds and eight words.
I like how you bring the regional accent and language patterns into play. Wheeler and Swords mentions this in the article also. I have many relatives that live in the South, most in Tennessee. Some of my relatives have very heavy Southern accents (draws) and language patterns. Doctors, dentists, lawyers, nurses, professors, one of my cousins was the former President of Tennessee University! Some code switch in certain situations, while others have eliminated their language patterns (but still have a touch/hint of accent), while others don’t at all …BUT, when people hear them talk amongst our family at family reunions or at times when they are up here visiting, people judge them solely on the draw/accent.
ReplyDeletePeople are shocked to hear 'he is a dentist, she is a doctor, she is a professor, he is a lawyer,' and so on.... Most everyone is shocked to hear that my cousin was the President of UT, although I can't say that is because of his accent or whether it's shock of his position... but anyways, regardless, People judge, they make assumptions, they relate my relatives' ‘different’ vernacular, southern language pattern, and especially that lonnngggg, sllloooowwww southern draw to a lower intellect, lower socioeconomic status, … plain and simple people label them as ignorant 5 seconds in to a conversation -- I've heard murmurs from people at other tables that never even talked to them before, 'dumb hick', 'trailer trash', 'repressed …', 'racist', and others.... these were unprovoked, people reacting and judging, obviously not even hearing any of the conversation... (I was there and nothing from our table was said that was even close to even approaching being offensive to/about anyone)… these types of reactions are common, people judging and labeling my family based on how they talk, a prejudice/bias against the southern vernacular/speech/draw.
Obviously, these were unfortunate instances and they pissed me off, but most of my relatives handled them very well. Regardless though, the barriers are not close to the same level or to the same degree of prejudice/bias or unfairness systemically facing my relatives as there is facing African Americans and other historically marginalized groups in our country -- but to the extent that my family members are judged by how they speak and some find the need to code switch in particular situations (others found it necessary to work towards eliminating their personal/family language and move towards the ‘proper’ or ‘normal’ standard speech – sadly, most being female :(( ..) shows a massive and widespread the problem. Being white and (for the most part) middle class helps my family overcome this, however, black students and other culturally minority students are facing a system that marginalizes and oppresses them. I believe (if done properly) teaching coding switching could be a necessary/vital tool to provide/teach students in order to help them find, achieve, and maintain continued success in a system that is designed for them to fail.