Even if there has been a change in time, code switching in children, in contrast to adults’ code switching, is still regarded as a ‘problem’ by several people, professionals included. Even if the idea that a child should learn to answer in the appropriate language is per se right, it was the context in which it all happened which was wrong. Some people in my town believed that in a German-speaking kindergarten Italian shouldn’t be used as it would contaminate the language of other children. This is not a single case but part of a large number of misconceptions which have led parents and teachers to think of code-switching as a kind of linguistic disorder and, consequently, sending children to professionals, who might also not fully understand the field of code-switching. This can lead to wrong assumptions, stigmatizing children who are intrinsically ‘normal’ as ‘bad’ speakers. All this fears don’t apply to adults’ code-switching as it is seen as something more rule-governed.
That is why the aim of this research paper is to present several arguments to support the idea that code-switching in multilingual children is not the result of a lack of proficiency, but rather the consequence of a strategic use of both languages to facilitate the achievement of linguistic and social goals (Bullock 2009). Furthermore, it will be argued that there are not so many differences between adults’ and children’s code/switching and that, as a consequence, they should be treated equally. To demonstrate this, several studies will be presented in which adults’ but, first and foremost, children’s code-switching fulfil a complex socio-pragmatic function. In the end, evidence shall be given to prove that a third grammar of code-switching doesn’t exist, and that therefore no description of a ‘right’ or ‘wrong’ way of code-switching can be postulated. This all shall attest that code-switching is an individual process which changes not only because of the different languages involved but also because of cultural phenomena.
After a short definition of the term code-switching and its historical background, my personal connection to it will be presented, followed by the last two sections explaining the difference between adults’ and children’s code-switching through a juxtaposition of both.
Table of Contents
1. Introduction
2. Code switching
2.1 Definition
2.2 History
3. My own bilingual history
4. Adults’ code switching
4.1 Attitudes towards adults’ code-switching
4.2 Reasons for code switching in adults
5. Children’s code switching
5.1 Attitudes towards children’s code-switching
5.2 Reasons for code switching in children
6. Conclusion
Objectives & Research Topics
The primary objective of this research paper is to challenge the negative stigmatization of code-switching in multilingual children. The author seeks to demonstrate that code-switching is not a sign of linguistic deficit or disorder, but a sophisticated socio-pragmatic tool used by both children and adults to navigate complex communicative situations, assert identity, and facilitate social interaction.
- The linguistic misconception that code-switching indicates a lack of proficiency.
- A comparison between adult and child code-switching patterns.
- The socio-pragmatic functions of language alternation in diverse settings.
- Evidence against the existence of a restrictive "third grammar."
- The role of individual linguistic biography in shaping code-switching habits.
Excerpt from the Book
5. Children’s code switching
When talking about code-switching people seem to draw a line between children and adults, probably because one can hardly accuse an adult speaker of having a problem, but it is easy to do so with children. A lot of people, professionals included, are still at daggers drawn with the mixing of languages. For example, including a word from the other language because one can’t remember it immediately is seen as pragmatic in adults but as a problem in children (Baker 2011: 97). It is still being tried to eradicate code switching from classrooms and other social sectors (Bullock 2009: 11). Teachers and parents will often draw wrong conclusions and think that code-switching is a language disorder, and they will fall back on professionals asking them to help ‘cure’ their children. By looking at the definition of language impairment, code-switching should not be the norm in bilingual children to be regarded as such, but as it is the norm, this definition cannot be applied (Bullock 2009: 248). People tend to forget that children are in the process of learning a language and therefore will make grammatical errors in both languages as well as in their code-switches, like any other child (Bullock 2009: 247).
Moreover, it has been assumed that a definable third grammar exists, which rules the mixing of the languages. This implies that there is a ‘correct’ way of code switching and switches which are ‘wrong’, as they violate the constrains set up by the third grammar (Cantone 2005: 477). Such an assumption wouldn’t be bad per se, if it were not signalizing that even in the field of code-switching children or even adults might be making mistakes. In contradiction to this theory, it has been proved that no such thing as a definable third grammar exists, as code-switching is a highly individual process, which varies depending on the languages involved.
Summary of Chapters
1. Introduction: The author introduces the personal and academic motivation for the paper, arguing that code-switching in children should be treated with the same nuance and respect as in adults.
2. Code switching: This section defines the terminology, distinguishing between inter-sentential and intra-sentential switching, and provides a historical context for the shift in attitudes toward multilingualism.
3. My own bilingual history: The author reflects on their personal upbringing in a German-Italian bilingual environment to illustrate the social stigma often attached to language mixing in childhood.
4. Adults’ code switching: This chapter examines the attitudes and motivations behind adult code-switching, highlighting how it is often viewed more positively as a strategic, proficient communicative skill.
5. Children’s code switching: The core section of the paper, it debunks the myth of "linguistic disorder" in children, presents evidence for early language differentiation, and explores the complex socio-pragmatic functions of child code-switching.
6. Conclusion: The paper concludes that code-switching is a valid, individualistic process driven by social and communicative goals, and that it should be protected rather than discriminated against.
Keywords
Code-switching, multilingualism, language acquisition, bilingualism, socio-pragmatics, third grammar, linguistic identity, language impairment, code-mixing, language dominance, inter-sentential, intra-sentential, German-Italian, language attitudes, communicative competence.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines the disparity in how code-switching is perceived in children versus adults, arguing that both groups engage in the process for similar, sophisticated communicative reasons.
What are the central themes of the work?
The main themes include linguistic misconceptions, the socio-pragmatic functions of code-switching, the rejection of the "third grammar" theory, and the role of identity in language choice.
What is the primary research goal?
The primary goal is to provide arguments that support the idea that code-switching is a strategic use of language rather than a symptom of a linguistic disorder or lack of proficiency.
Which scientific methodology is utilized?
The paper employs a synthesis of existing linguistic literature, theoretical frameworks regarding bilingualism, and case studies—including the author's own linguistic biography—to analyze language behavior.
What is covered in the main body?
The main body addresses definitions, historical attitudes, personal case history, comparative analysis of adult and child switching, and detailed evidence regarding the social utility of mixing languages.
Which keywords best characterize this research?
Key concepts include code-switching, multilingualism, socio-pragmatics, language identity, and the refutation of "third grammar" theories.
How does the author use their own life story to support the argument?
The author uses their experience as a German-Italian speaker in South Tyrol to show how being reprimanded for code-switching in childhood can lead to feelings of isolation and stigmatization.
What is the "third grammar" and why does the author challenge it?
The "third grammar" is a theory suggesting there are specific, fixed rules for how languages are mixed. The author challenges it by stating that code-switching is a highly individual process that cannot be categorized into "right" or "wrong" ways.
- Arbeit zitieren
- Stefanie Dalvai (Autor:in), 2016, Why children's and adults' code switching ought to be treated alike, München, GRIN Verlag, https://www.hausarbeiten.de/document/456430
