Article I read the article by Lourdes Torres: In the Contact Zone: Code-switching Strategies by Latino/a W…
Article I read the article by Lourdes Torres: In the Contact Zone: Code-switching Strategies by Latino/a Writers
Torres looks at the use of Spanish in literary texts written in the US since the 1990’s. She claims that use of Spanish in American texts helps us to realize the diversity of the country and allows us to see it as multilingual. Torres mainly focuses on code-switching used by Latino/a writers in prose. She uses specific examples to show how Spanish is present in the English text. “For example, some of the characters in Cisneros's novel Caramelo have odd sounding English names that are translations of common Spanish names; for example, "Aunty White-Skin" is recognizable to the bilingual as Titi Blanca.” Torres uses examples like this one to show the ethnicity of English literature. It is important for teachers to acknowledge and appreciate code-switching in students’ writing as well. It allows non English-speaking students to relate and understand the English language better and allows English-speaking students access to elements of foreign languages.
Effects of Code-Switching on Writing
Effects of Code-Switching on Writing I read the first article by Holly E. Martin. My findings deal with teachers allowing students to co…
Effects of Code-Switching on Writing I read the first article by Holly E. Martin. My findings deal with teachers allowing students to code-switch when writing in the English classroom.
English teachers quite often require their students to become authors. The students will be given assignments that will require them to write for various purposes and for various audiences. With the United States being the continuously growing melting pot that it is, nearly every classroom will have at least one student whose native language is one other than English. It is important that, when assigning writing activities, teachers allow their “authors” to incorporate their native language into their writing. Because teachers do not always understand their students’ native language, it may be an instant reaction not to allow students to incorporate their first language; however, students will most likely express themselves better if they are able to combine their native language with the English that they are familiar with (i.e. code-switching). In her article Code-switching in US Ethnic Literature: Multiple Perspectives Presented Through Multiple Languages, Holly E. Martin states that “incorporating native and heritage languages along with English within a literary work, usually through code-switching, creates a multiple perspective and enhances an author’s ability to express his or her subject matter” (403). This being said, code-switching is significant when writing, as it allows the student to use his own primary language as a means of enhancing, and maybe even elaborating on, his writing, thus making it more unique to him. Therefore, teachers need to understand what code-switching is, so that they can understand the writing structures that their students are using when switching between two languages.