FACULTAD DE LENGUAS MODERNAS INGLÉS
LEONEL OJEDA RUIZ
BALLINAS SANDOVAL NORMA CRISTEL
FLORES VAZQUEZ MIRIAM
PEREZ CERVANTES SANDRO
When someone decides to be a teacher must be aware about all the implications that it implies. English Language teachers arenot the exception. They must pay attention in many aspects. Some of those are lesson planning, material presented, the methodology, assessment, classroom management the learning style of each student, the content and all that implies the lesson. So, teachers always have to work with these items and make decisions. All these decisions can even occur at the time of the lesson in order to make a goodpresentation and achieve the objectives. As we have said before, a lesson planning is not all. Teachers have to adapt to the necessities of the group always with the objective of acquiring the language.
Students are always communicating ideas. They use the writing mode, body language and speaking which is the cheaper way. When students are acquiring a new language they use to do the same. In thespeaking mode we can find some important aspects. It is the case of code switching. According to Ayeomoni, (2006) Code-switching is the mixing of words, phrases and sentences from two distinct grammatical systems across sentence boundaries within the same speech event. When students have a good level they will be able to produce. Sometimes they have weaknesses in their proficiency. It is becausethey do not have all the vocabulary necessary to produce. When this happens students use to change the language making use of the code switching in order to be understood. Sometimes this is good but sometimes is harder to be followed and managed by teachers.
The main objective of the project is to analyze the way Extension Universitaria students use code switching in theirclassrooms in order to analyze the kinds of code switching.
What are the reasons and kind of code switching Extension Universitaria students use in their classrooms?
Code-switching is defined as the use of more than one language in speech; people who speak more than one language make combinations of the elements in conversing with each other.Thus code-switching is the use of more than one linguistic variety in a manner consistent of syntax and phonology of each variety.
The term code-mixing is also used as code–switching and both are used to refer to utterances that pull from the elements of two or more grammatical systems; the main difference between code-switching and code-mixing is the term code-mixing may be used to involve bothtypes of language behavior. In other words, code-mixing emphasizes the formal aspects of language structures or linguistic competence, while code-switching emphasizes linguistic performance.
CODE MIXING IN LANGUAGE ACQUISITION
In some bilingual studies of language acquisition code-mixing can refer to a developmental stage during the period which children who are acquiring two or more languagesmix the elements of them. Approximately all bilingual children move from one language to another without apparent discrimination. It differs from code-switching, which is understood as the socially and grammatically appropriate use of multiple varieties.
In the beginning of babbling stage, young children in bilingual or multicultural environments, children who are produce utterances that combinethe elements of the languages they are developing. Some linguistics propose that code-mixing reveals a lack of control or ability to differentiate the languages; others argue that this happens because these children do not have enough vocabulary and when they do not know one word in one language they a word from the other language.
PROCESS OF CODE SWITCHING
Code-switching occurs when the...