6-1 Chapter 6: Code Switching and Language Loss ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family.

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6-1 Chapter 6: Code Switching and Language Loss ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

6-2 Training Outcomes Describe and provide examples of code- switching Identify the consequences of language loss Provide examples of best practices for intentional use of language

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 6-3

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 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

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 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 dont want to eat my pollo. I dont want to eat my chicken. English/ Spanish

6-6 Connections toPrinciples and Practices Principle 7: Code switching is a normal part of language development for many bilingual children. ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

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.

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 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.

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 6-9 Language Loss I spoke only Spanish until I started school. I cant 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

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 6-10 Video Viewing : Developing the Young Bilingual Learner Video clip here

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 6-11 Quiz on Code Switching and Language Loss Take a few minutes to complete Handout 6A: 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.

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 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 childs connection with the family and community.

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. ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)