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.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Code switching
- Definition
- History
- My own bilingual history
- Adults' code switching
- Attitudes towards adults' code-switching
- Reasons for code switching in adults
- Children's code switching
- Attitudes towards children's code-switching
- Reasons for code switching in children
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This research paper aims to challenge the common perception of code-switching in multilingual children as a linguistic deficit. It will argue that code-switching is not a sign of insufficient language proficiency but rather a strategic use of both languages to achieve linguistic and social goals. The paper will also explore the similarities between adults' and children's code-switching, arguing that both should be treated equally.
- Code-switching as a strategic linguistic tool
- Comparison of adults' and children's code-switching
- Socio-pragmatic functions of code-switching
- The absence of a distinct 'third grammar' for code-switching
- Cultural influences on code-switching
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter introduces the topic of code-switching, highlighting the prevailing negative attitudes toward children's code-switching compared to adults'. The author shares a personal anecdote illustrating the detrimental effects of these attitudes. The chapter outlines the paper's objective to present evidence supporting the idea that code-switching in children is a strategic linguistic practice rather than a deficit.
- Code switching: This chapter provides a definition of code-switching and distinguishes between inter-sentential and intra-sentential code-switching. It discusses existing theories about the grammaticality of code-switching, specifically the concept of a 'third grammar'. While acknowledging the possibility of structural constraints, the chapter emphasizes the individual nature of code-switching and the existence of numerous exceptions to proposed rules.
- History: This chapter explores the historical evolution of attitudes towards multilingualism and code-switching. It highlights the shift from viewing bilingualism as a deficit to recognizing its value, particularly in a globalized world. However, the chapter notes that negative perceptions of code-switching, especially in children, persist. The author provides examples of how code-switching is increasingly being embraced in contemporary domains such as music and online communication.
- My own bilingual history: This chapter presents the author's personal experience with code-switching, challenging the perception of it as a linguistic impairment. The author details their upbringing in a bilingual environment, highlighting how code-switching was an integral part of their language development and identity.
Schlüsselwörter (Keywords)
This research paper focuses on the concepts of code-switching, multilingualism, language development, socio-pragmatics, and linguistic attitudes. It explores the relationship between code-switching and language proficiency, challenging negative perceptions of code-switching in children. Key themes include the strategic use of language, the socio-cultural context of language use, and the importance of understanding code-switching as a complex and dynamic linguistic phenomenon.
- Quote paper
- Stefanie Dalvai (Author), 2016, Why children's and adults' code switching ought to be treated alike, Munich, GRIN Verlag, https://www.grin.com/document/456430
