1

Reflection: Standard 1b- Language Acquisition and Development.

The artifact I chose from Standard 1b came from ESC 757- Linguistics for TESOL
Bilingual Teachers. It is a Powerpoint presentation that I created and presented to the class
between two students who code-switched on the topic of shopping during the holiday season.
Both students are fluent in Spanish (L1/first language) and English (L2/second language).
While theyre highly proficient both L1 & L2, certainly L1 presents itself in the writing and
speaking. Because I had heard them speak interchangeably and fluidly in both languages, I
asked them to converse about any topic in both languages.
As defined, code-switching is the act of speaking between two languages (L1 & L2) and
correctly dividing the grammar/intonation between both. This is common between people who
are fluent in two languages and comfortably express themselves in both. Code-switching is a
high level skill, which oftentimes is disparaged by educators and others. This is the case
because the use of L2 is often seen as defiant and unwillingness to submit to the dominant
language.
However, it is an exceptional means of communication, which is often seen, in many
different ethnic communities. The PowerPoint gives a great representation into this rich
communication. The youngsters take a very trivial subject (shopping) and turn it into a masterful
conversation in two languages.
Its important for educators to realize that code-switching is an asset, not a detriment to
their classrooms. Because the kids arent only speaking the dominant language, doesnt mean
theyre being defiant or rude. In fact, it aides in communication for those who are still lacking
vocabulary in L2. The students who are more fluent in L2 can actually assist the teacher in
communicating with the student. It is something to be celebrated and encouraged.

What Ive heard from colleagues is that our kids should be speaking English only. I
completely disagree. Id rather them communicate unhampered, than be stifled and not say a
word. If I dont allow code-switching, students will either shut down or use it secretively. Id
prefer to know what theyre saying, than have hidden conversations occurring all around me. If I
listen, it gives me a chance to know students better and develop a deeper rapport with them.
Without that, any teachers lessons or ideas wont be well-received.
This artifact demonstrates that Ive met the standard because it shows the impact of
prior formal education and L1 literacy, socio-affective variables, code-switching, etc., and
use them to create effective instruction. The students who agreed to the conversation took
their knowledge of both languages in an enjoyable conversation and applied its principles. For
instructional purposes, I allow my students to code-switch a bit if theres a weaker student whose
lost. His/her L1 would definitely be an asset in communication.
As an educator, I would like to conduct professional development on this topic for
parents, teachers and administrators. My goal would for all involved to gain a better
understanding of code-switching and not subject it to a substandard means of communication.
Id love to show research that indicates how it is a prolific skill, and that it needs to be admired,
not perceived as a threat.