material about multilinguslism and CS

1. Multilingualism
and
Codeswitching in
Language
Acquisition

2. CAUSE  EFFECT
This causes the
existence of
multilingualism in
which a group of
society can speak
more than one
language.
There are more
languages than
the number of
countries all over
the world.
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3. CAUSE  EFFECT
A speaker
unintentionally and
intentionally changes
their language to the
other language to
highlight the speech
or to make it easier to
understand.
The existence of
multilingualism
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4. Hello!
People know me as Dinar Dipta
I am here because I love linguistics 
You can find me at dinardipta@unida.gontor.ac.id
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5. “
Multilingualism is to be
expected as a very common
phenomenon, considering that
there are almost 7.000
languages and about 200
independent countries all over
the world.
(Lewis, 2011)
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6. Codeswitching VS Codemixing
➜ Codeswitching deals with the intersentential
alternating use of two or more languages or
varieties of a language in the same speech
situation.
➜ Codemixing refers to the intrasentential
alternating use of two or more languages or
varieties of a language and is often used in
studies of grammatical aspects of bilingual
speech.
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7. YAY!
Codeswitching
WINS!
Traditionally, a distinction is made between
codeswitching and codemixing,
HOWEVER current literature generally
uses the term codeswitching as a cover
term for all instances of bilingual language
alternation, whether intra or intersentential.

8. R-QUESTION:
Why do bilingual teachers and students
sometime use CS in the classroom?
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9. Gumperz (2012):
Codeswitching signals
contextual information
equivalent to what in
monolingual settings is
conveyed through prosody or
other syntactic or lexical
processes. It generates the
presuppositions in terms of
which the context of what is
said is decoded.
All About Codeswitching
Haugen (2012):
Codeswitching is a by
product of language
contact. When two or more
languages come into
contact, as is the case in
multilingual communities
around the world, they
tend to color one another.
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10. Language Contact Phenomena:
Digglosia
A situation where
two genetically
related varieties of a
language, one
identified as the
H(igh) (or standard)
variety and the other
as the L(ow) (i.e.
nonstandard)
variety.
Borrowing
The introduction
of single words or
short, frozen,
idiomatic phrases
from one
language into
another.
Language Shift
A gradual process
in which a speech
community, for
one reason or
another, gives up
its language and
adopts a new one.
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11. Codecrossing (Rampton, 2015):
➜A ‘code alternation by people who are not accepted
members of the group associated with the second language
they employ. “It is concerned with switching into languages
that are not generally thought to belong to you.”
➜An example of this phenomenon would be, in the case of
the United States, a non-African American rapper using
African American Vernacular English, a variety with which
the artist may not be associated in the wider American
society.
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13. Discussion
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Sociolinguistics
Approaches to
CS
The
Interactional
The
Markedness
The Political-
ideological

14. Pedagogical Motivations for
Codeswitching
Rubdy
(2017)
Edstrom
(2006)
Butzkamm
(2018)
Camilleri
(2016)
Moodley
(2013)
to build rapport
and provide a
sense of
inclusiveness
to compensate
for a lack of
comprehension
to manage the
classroom and
transmit content
to express
solidarity with the
students
to praise or
scorn
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15. The English Only Arguments
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English is best taught monolingually, that the more English is taught, the better the results,
that using students’ L1 or variety will impede the development of thinking in English, and that
if other languages are used too much, standards of English will drop (Auerbach, 2013).

16. Teach-English-
Through-English
(TETE)
-----------------
Contrary to this claim, several studies have shown that students’ L1 has an
important role to play in an English-only classroom, especially for learners
who are less proficient in the target language, English (Cook, 2001).
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17. L2 problems
Target language
100%
Total success!
L1 solutions
Native language
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18. Problem’s Example:
“I kept getting suspended because when I spoke
Spanish with my homeboys, the teachers thought I
was disrespecting them. They kept telling me to
speak in English because I was in America. I wasn’t
going to take that. So I left and never went back.
Some of those teachers don’t want us. They treated
me like garbage. That hurts, that really hurts.”
Spanish-speaking pupils tend to drop out of school when they are forced not
to speak Spanish in the classroom (Ribadeneira, 2012, quoted in Auerbach,
2013: 9)
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19. Let’s Draw Some Conclusions:
➜ The use of CS is
not random, it has
several purposes.
➜ CS has resources to
meet delineable
classroom needs.
➜ CS can and does
occur in any
domains of
language use,
formal or informal.
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➜ Using L1 in an L2
classroom
validates learners’
lived experience.
➜ L1–L2 classroom
CS has been
viewed as an
impediment rather
than a resource to
learning, and as a
mark of linguistic
deficiency.
➜ Research is needed
to educate teachers
and language
policy makers
about the benefit
of classroom CS.

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