I code switch from Navajo and English because I was born and raise on the Navajo
reservation so my vocabulary isn�t that great, and when I try to speak complicated
sentences, I find that I don�t know the vocabulary and tend to use English instead. Code
switching is something I do to explain something that might not be explainable in the
other language. I think there is the key to code switching. If you cannot think of a word in
a part of a second, your mind starts making the switch without you realizing it yourself.
Although bilingual usually means you are fluent in both languages there�s nevertheless a
slight difference in preference and ability. To see if you are really code switching you can
test if you have to actually translate words before you can say them. If it happens
naturally (without much thought) it�s probably code switching. It�s certainly an interesting
phenomenon. Being raised bilingual you do not think about it that much, it�s a natural
process. I think code switching is something verbal.
Another aspect of code switching can be seen when addressing various people. For
instance when addressing an elderly person a more respect and reverence is used. When
talking to peers more slang and incomplete sentences are used. In the professional
setting much emphasis is placed on proper grammar and political correctness. In
conversation with small children a slower tone is used as well as more repetition.
At times when a mixing of languages takes place with in a sentence or statement it is
referred to as intra-sentential switching because it becomes very hard to separate the
two languages. Some of this intra-sentential switching can be seen in many
Navajo/Spanish/English speakers. A switch of languages occurs in the middle of the
sentence and the first section is in the Navajo/Spanish and the second in English. Most
researchers stress the grammaticality of the mainstream of bilingual language; they
decide that the grammatical norms of the two languages in parting provide the foundation
for determining what is grammatical. Two different languages in contact for a long time
may become quite different from varieties of those languages spoken somewhere else in
isolation from each other.
Another issue, which may affect switching behavior, is the approach of the participants
worried. In Navajo/Spanish/English bilingual communities, certain attitudes to switching
have been observed which have led to becoming stronger in the use of switching as a
sign of racial identity. Code switching only takes place between people who speak the
same language. Not all bilingual speakers use code switching in their dialogues. Code
switching is most predominant in speakers that hold the same social economic status as
well as common cultural and religious beliefs. Bilingual children tend to use code
switching with either very familiar people or people they don�t know. This occurs because
the child knows the speakers background and tends to be more open to sharing both
languages. When dealing with stranger�s children will use code switching because they
are unsure of the other person�s background but yet unable to master either language
completely.
Since not all of our students this year can speak Navajo, the ones that do will switch
between Navajo and English freely, depending on whom they are speaking to. I notice
that they only really use English around me, although I don�t discourage them from
speaking in Navajo in my presence. This might happen because they feel unsure of their
skills, as I am their Navajo teacher. I experienced code switching in another school,
which is Zuni, New Mexico. I also saw the same thing happening in Zuni. Fluent Zuni
speaking student would use mostly English around me, even when speaking to another
person fluent in Zuni. The students do however, use expressions like gish! that is more of
a Navajo register. The boys and girls tend to speak differently to the opposite gender.
The girls are mostly reserved in a mixed group, sometimes not contributing to the
discussion at all. Sometimes the boys will be reserved at a table with more girls, but not
always. The two gender interact less now than at the start of the year. The girls often
have social squirmishes, where one will come in crying because of what another one said,
but I have yet to hear the actual conversation that leads to the conflict. The boys don�t
hide their conflicts as much, but also don�t have as many. When speaking to a teacher, I
don�t see much change in speech from when they speak with friends. They feel pretty
comfortable expressing themselves openly to us with each other; they may use the
word �cool� more and use more sound effects (common for 5d graders) than descriptive
words. They use more attention getters with the teachers, like �Teacher, teacher,�
and �hey what if��
The biggest difference in code switching between register used with
one another and register used with the teachers is in body language. Both boys and girls
will sulk when upset with something another child said, or the teacher said. They lower
their heads, pull a hood over as far as possible and frown intensely or cry. There is little
reaction amongst their peers, so really this behavior is another attention getter used to
demand a teacher�s exclusive time. Several of them will cry at the drop of a hat. Others
do not use this behavior at all, and several employ it occasionally. This happens several
times per week. We hate it and wish it would stop. The adults will certainly speak quite
differently to one another than to the kids. Although, sometimes adults feel the need to
address me as �Ms. Alonzo� in front of the kids, the same as the children address me, but
I call adults by their first name even in front of the kids, because I feel the kids can tell
that a different register is being used. When speaking with the kids we tend to naturally
use �Sheltered English.� We�ll say something 2 or 3 times using different vocabulary.
A study examined pragmatic differentiation in young bilingual children. Subjects were
four boy, with an average age of one year and seven months, who were raised in
bilingual families. Subjects were observed during free play sessions with their mothers
and fathers, all of whom were native speakers of either French or English who habitually
used that language with the child. The results suggest that there is a period early in
development when bilingual children do not differentiate pragmatically when using
language. (Nicoladis, E., 1996).
Language plays a very important role in our culture; it is a way of communication with
other members of our culture and also is a huge factor in the survival of our cultures and
heritage. Public language is very important that direct instruction of a language along with
exposure to culture is very important and it is most effective in learning and
understanding another language. It is also very important to be among others who speak
the language and know the culture, that way it won�t ever fade away. Once the language
and culture disappears, then ones identity is lost forever. Bilingual programs within the
school are also very beneficial for the students as well as the staff. This program gives
everyone the opportunity to learn another language and culture, or to help them relearn
what they have missed about their language and culture.
For children learning to speak more than one language this often involves putting
together different ideas from two separate languages. This is how children learn
bilingually and acquire skills in more than one language. Children have the ability to learn
many different languages and in code switching the bilingual learner has the ability to
switch between English and another language. Code switching is most evident when
certain words are inserted for particular items maybe known only in a language other
than English. The first vocabulary of children growing up bilingually will often contain
vocabulary from both languages. An example in Navajo language would be, �give me
some to�; which in English means give me some water. The meaning of this child�s
statement is clearly a request for water, the adult counterpart in either Navajo or English
would probably not make use of the verb to have. The length of children�s vocabulary in
bilingual or monolingual is severely forced in the first stages of language gaining and the
relationship between the child and the adult language is slanting. It follows the system of
neither monolingual Navajo nor English syntax.
Relationships between code switching, class, and ideology. Code switching has been
noted in the past in the lower levels of socio-economic status as these people were
unfamiliar with the English language and would substitute their language for unknown
words. Currently code switching is occurring on several levels of socioeconomics with the
influence of various cultures and languages it has become a popular idea to mix English
with other languages showing diversity and pride in ones own culture. In popular culture
today t-shirts with Spanish, Navajo and various other languages and cultures can be seen
printed as a sign of pride in culture as well as a willingness to share cultural norms and
values. Music and storytelling today also shares the idea of code switching in that
commonly used words in various languages other than English have been infused into
modern music.
This shift can be seen as more of an awareness of our nations cultural diversity instead of
a homogeneous lack of culture. This study investigates the Spanish-English code
switching of 60 elementary Mexican American students in a story retelling activity.
(Becker, Ruth R., 2001).
If our native language is going to survive within our future generation, it needs to be
exposed directly to those learning especially at an early age. Language is very crucial in
every culture and in society for survival. It shouldn�t be something that is used to judge
or stereotype others and it shouldn�t make one feel ashamed of speaking their native
language. School systems on the reservation are making efforts to preserve the
language as well as our culture, but it is really up to the parents and grandparents to
keep it alive with the families and to keep it growing strong.
This page is copyright©2005, Renaye Apachito
Last version: April 27, 2005