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Bilingualism and Code-Switching StrategiesThe term ?bilingual? implies an individual?s mastery over two languages. For most bilinguals, one language (usually the mother tongue OR any regional language) is primary or dominant (L1). Other languages (in most cases it is english) are secondary (L2). As teachers of english we are continuously involved in the process of teaching english to non-native speakers using bilingual strategies that depend on factors that are highly variable such as: 1. The geographical, economic and political conditions of a country. 2. The linguistic situation in a particular region. 3. The student?s age, aptitude and motivation. 4. The teacher?s educational level, training, experience and interest. 5. The social and cultural background of both the student and the teacher. 6. Characteristics of L1 and how it differs from L2. In the present context experts suggest that L2 acquisition becomes easier through translation methods also known as ?Code-switching?. Teaching english to second language learners is a challenge. ?It is quite commonplace for bilingual speakers to use two or more languages, dialects or varieties in the same conversation, without any apparent effort? says Myers-Scotton. Bilingual speakers and writers effortlessly switch from one code to another with no signs of disorientation. Code-switching is loaded with features such as repetitions and personifications. Many non-native speakers who are proficient in english often employ code-switching by inserting words, phrases and even whole sentences while conversing, which Bhatt terms as ?pluricentric?. Code-switching is the product of interaction between languages, and bilinguals comprehend code-switched words faster when there is a phonological overlap between the two languages. Some important factors which are reported to in?uence the recognition of code-switch words are context, phonetics, homophonic and homographic words. There are four types of Code-switching: ?Inter-sentential?, ?Intra-sentential?, ?Tag-switching? and ?Intra-word? switching. The Inter-sentential or ?Mechanical-switching? is done at sentence boundaries. This is also known as ?Code-mixing?. In Intra-sentential code-switching the shift is commonly inserted in the middle of a sentence, with no interruptions or pauses indicating a shift. There is another kind of code-switching commonly referred to as ?Code-changing? which is characterized by ?uent intrasentential shifts.3 Tag-switching is the switching of either a tag phrase or a word or both from L1 to L2, which is common in intrasentential code-switching. Intra-word switching occurs within the word itself such as at a morpheme boundary and this takes place as an internal linguistic event. Code-switching, more often than not, overlaps ?Borrowing?, ?Coinage? and ?Code-mixing?. However, the most important phenomenon that one encounters in this process is that of Translation strategies. Translation is a process whereby L2 is interpreted in Ll (or vice-versa). Code-switching contextualizes communication in an ambience of the interplay of two or more languages which is common in immigrant populations. Code-switching is now seen as an effective tool in the realm of bilingual communication with its peculiar challenges and identity patterns and advantages in the classroom situation. The sender encodes the message and sends it across to the receiver and it is through code-switching that reciprocal recognition is ushered in the communication process in a multilingual context. Code-switching can be an effective strategy, if applied with discretion in teaching L2 to mixed ability groups. In order to use code-switching as a valuable tool in teaching english to non-native speakers: 1. The teacher should be well versed in both L1 and L2. 2. A comparison of L1 and L2 can be helpful in providing important background material for L2 teaching. 3. Code-switching should not lead to the domination of L1 over L2. 4. Teachers should use L1 only as an adjunct to serve the purpose of L2 acquisition. They should be aware that too much interference of the mother tongue or previously learned language can hamper L2 learning. In the 1940?s and 50?s, scholars derided code-switching as ?sub-standard language usage?. However, since the 1980?s, code-switching has been recognized as a natural product of multilingual usage. Now, it is also used to describe literary styles including elements from more than one language, as seen in chinese-American, African-American or Latin-American writers. Code-switching not only enables the learner to acquire L2 proficiency, but also helps him to become linguistically competent. This in turn will enable him to enhance his communicative skills which are imperative in a globalized world.
