The clarity provided to the topic of code-switching by Deveraux (2015) was especially helpful, especially in regards to the presentation of the three components, being: situation, audience, and purpose (p. 110). While all of us code-switch naturally (Devereaux, 2015, p. 107), most people do not have an awareness of it and, if aware, would seldom be able to verbalize why they do it. Many individuals might be cognizant of speaking differently to their grandmother than to school friends (the “audience”); however, Deveraux (2015) points out that there may be times (the “situation”) where the environment, or context, is the deciding or even overriding factor (p. 110). Finally, the purpose an individual has for the communication can drive different
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This strategy has value to the ESL teacher in that it offers a method for discussing language variation without giving offense to the students. Since most speakers with exposure to multiple environments, such as home and school, automatically code-switch without thought (Devereaux, 2015, p. 107), it is important to raise awareness of this activity with the students. Once students have an awareness that they already code-switch, it will be easier for teachers to teach a formal or standardized language form with less negative emotional impact on the students. Therefore, using the method of awareness raising fosters a learning environment where the students feel valued by treating the students’ language variations with respect, which ensures they do not disengage themselves from the instructional process and do not lose interest in the topic. Finally, I found the video AAE in the Classroom to be a great example of how code-switching can be used in the classroom in a positive instructional manner. While I would have stated that non-standard language has no place in the classroom, the reality is that the students will speak in class in the vernacular with which they are most comfortable. Therefore, finding a positive method for exploring this type of language variation so that the students are engaged and valued is critical for the well-being of the instructional process and the students’ emotional
This strategy has value to the ESL teacher in that it offers a method for discussing language variation without giving offense to the students. Since most speakers with exposure to multiple environments, such as home and school, automatically code-switch without thought (Devereaux, 2015, p. 107), it is important to raise awareness of this activity with the students. Once students have an awareness that they already code-switch, it will be easier for teachers to teach a formal or standardized language form with less negative emotional impact on the students. Therefore, using the method of awareness raising fosters a learning environment where the students feel valued by treating the students’ language variations with respect, which ensures they do not disengage themselves from the instructional process and do not lose interest in the topic. Finally, I found the video AAE in the Classroom to be a great example of how code-switching can be used in the classroom in a positive instructional manner. While I would have stated that non-standard language has no place in the classroom, the reality is that the students will speak in class in the vernacular with which they are most comfortable. Therefore, finding a positive method for exploring this type of language variation so that the students are engaged and valued is critical for the well-being of the instructional process and the students’ emotional