A very common and expected phenomenon in the process of learning a second language is known as code-mixing. In its broadest definition, code-mixingrefers to any alternation between two languages, which can happen within the same utterance.
Why does this alternation between languages occur? Researchers from different theoretical backgrounds explain this phenomenon from various perspectives. Some believe it happens when the child doesn’t have enough vocabulary and seeks what they lack in another language to fill their speech. Others explain that the separation between languages is not as distinct in early childhood. Whatever the reason, we know that code-mixing happens and is present in our children’s language production.
The literature also brings other names for this alternation phenomenon, with some authors calling it code-mixing when the speaker doesn’t intend to alternate and code-switching when the alternation is intentional. However, the term code-mixing is used broadly to refer to any type of alternation, so it’s the term we’ve chosen here. After all, for the alternation to be intentional, a level of proficiency is needed that allows the bilingual person to “play” with the language consciously. You know when you enter the teachers’ room and say: Guys, I heard an (insert word for gossip in your language) un-be-lievable! That’s code-switching!
An article published in 2020 in the journal Bilingualism: Language and Cognition by Erin Smolak provides some important insights for teaching English in non-native English contexts:
- Children bring more words from their dominant language when speaking the minority language than the other way around (they insert native-language words when speaking English more than they add English words when speaking their native language).
- Children tend to use more phonemes from the language they are more exposed to (they use native-language sounds when speaking English).
- Children tend to use grammatical constructions from the language they are more exposed to.
- Children code-mix content words much more frequently than function words.
Well, nothing we don’t see in the classroom every day, right? It’s very reassuring to laern that this fenomenon is studied, documented and that, yes, it’s part of the learning process!
This also shows us that we shouldn’t think we are doing something wrong when this alternation between languages happens. However, when the child uses the strategy of code-mixing, we should intervene to model how they could express themselves using only the target language.
For example:
C: Teacher, I don’t want bolo [native language for “cake”]!
T: Oh, you don’t want cake?
C: No.
T: That’s fine, you don’t want cake. That’s cake, can you say “I don’t want cake?”
C: I don’t want cake.
Another important consideration is that code-mixing, although a common strategy in bilingual communication, should not be used by the teacher. You are a language model and responsible for providing quality input, so avoid producing sentences that mix your languages.
This type of speech might get the result you are looking for—the children understand what to do—but it deprives your group of access to quality input, a necessary element for language acquisition. You you want to learn more about second language learning and strategies to help your students become more proficient, join our on demand course Get Bilingual Children Talking!
Reference:
Smolak, E., De Anda, S., Enriquez, B., Poulin-Dubois, D., & Friend, M. (2020). Code-switching in young bilingual toddlers: A longitudinal, cross-language investigation. Bilingualism: Language and Cognition, 23(3), 500-518. doi:10.1017/S1366728919000257
