6 1 Chapter 6 Code Switching and Language

6 -2 Training Outcomes § Describe and provide examples of codeswitching § Identify the

6 -3 Code Switching Cartoon © 2014 California Department of Education (CDE) with the

6 -4 Definition of Code Switching § The use of two or more languages

6 -5 Examples of Code Switching from Preschoolers “Die milch pouren. ” “Pour the

Connections to “Principles and Practices” Principle 7: Code switching is a normal part of

6 -7 Principle 7 Practices § Turn to page 59 of the PEL Resource

6 -8 Should Teachers Code Switch? § Using side-by side translation is highly discouraged

6 -9 Language Loss I spoke only Spanish until I started school. I can’t

6 -10 Video Viewing : Developing the Young Bilingual Learner § Video clip here

6 -11 Quiz on Code Switching and Language Loss § Take a few minutes

6 -12 Key Points § Code switching is a normal part of language development

6 -13 Key Points § Preschool teachers should use language intentionally. § Children need

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6 -2 Training Outcomes § Describe and provide examples of codeswitching § Identify the consequences of language loss § Provide examples of best practices for intentional use of language © 2014 California Department of Education (CDE) with the West. Ed Center for Child & Family Studies. (06/2014)

6 -4 Definition of Code Switching § The use of two or more languages in the same stream of talk OR § The ability to alternate between two language systems in a conversation © 2014 California Department of Education (CDE) with the West. Ed Center for Child & Family Studies. (06/2014)

6 -5 Examples of Code Switching from Preschoolers “Die milch pouren. ” “Pour the milk. ” English/ German “I put the fork en la mesa. ” “I put the fork on the table. ” English/ Spanish “I don’t want to eat my pollo. ” “I don’t want to eat English/ my chicken. ” Spanish © 2014 California Department of Education (CDE) with the West. Ed Center for Child & Family Studies. (06/2014)

Connections to “Principles and Practices” Principle 7: Code switching is a normal part of language development for many bilingual children. © 2014 California Department of Education (CDE) with the West. Ed Center for Child & Family Studies. (06/2014) 6 -6

6 -7 Principle 7 Practices § Turn to page 59 of the PEL Resource Guide. § Read each practice. § Draw a star next to what you already knew. § Make a checkmark next to items that are new. § Draw a question mark next to items about which you have questions. © 2014 California Department of Education (CDE) with the West. Ed Center for Child & Family Studies. (06/2014)

6 -8 Should Teachers Code Switch? § Using side-by side translation is highly discouraged as it often results in children “tuning out” when the language they do not understand is being used. § Carefully planned and intentional use of code switching may be a way to support learning for some children. § When possible, it is preferable to have one adult be the model for English, and another adult be the model for a home language other than English. © 2014 California Department of Education (CDE) with the West. Ed Center for Child & Family Studies. (06/2014)

6 -9 Language Loss I spoke only Spanish until I started school. I can’t remember exactly when it happened, but eventually I lost most of it. I can communicate with my parents, I understand what they are saying, but I often have trouble finding the right words to answer them… PEL Resource Guide, Second Edition, p. 61 © 2014 California Department of Education (CDE) with the West. Ed Center for Child & Family Studies. (06/2014)

6 -11 Quiz on Code Switching and Language Loss § Take a few minutes to complete Handout 6 A: Code Switching and Language Loss True/False Quiz § All the answers can be found in chapter 6 of the PEL Resource Guide. § You will check your own answers when we go through the quiz together. © 2014 California Department of Education (CDE) with the West. Ed Center for Child & Family Studies. (06/2014)

6 -12 Key Points § Code switching is a normal part of language development for many bilingual children. § Language loss is a common occurrence for children learning a second language, and this loss can have negative implications for the child’s connection with the family and community. © 2014 California Department of Education (CDE) with the West. Ed Center for Child & Family Studies. (06/2014)

6 -13 Key Points § Preschool teachers should use language intentionally. § Children need opportunities to acquire English as a second language while continuing to develop the home language. © 2014 California Department of Education (CDE) with the West. Ed Center for Child & Family Studies. (06/2014)