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.