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Code Switching in PCIT
Marta M. Shinn, Ph.D.
ì What is Code?
ì “Any kind of system that two or more people employ for communication” (Wardhaugh, 2006 as
cited in Younas et. al., 2014 ).
ì Morse Code
ì Math
ì Music
ì Traffic Signs & Signals
ì Computer Programming (e.g. Python, Java, C++)
ì Written, Spoken, & Signed Language (e.g. ASL)
ì Affect & Non-Verbal Gestures
ì What is Code Switching?
ì Formal and Informal Communication CS:
ì English formal greeting “good morning” vs casual “what’s up”
ì Talking to your boss vs. your BFF
ì Spanish use of formal “usted” vs. informal “tu”
ì Cross-Cultural Code Switching: norms, practices, & manners of a culture (e.g. handshaking vs.
bowing – fork vs. chopsticks) (Molinsky, 2007).
ì When in Rome, act like the Romans (St. Ambrose)
ì Linguistic Code Switching (CS): using two or more languages to communicate while retaining
the syntax (sentence structure) & grammar (i.e. conjugation & word usage) of each language.
Example:
ì I sent out a birthday RSVP email to all my friends
Other Types of Code Switches:
ì 2 + y = 5
ì Passwords with various character/code types: upper & lower case letter, number,
symbol
ì Types of Linguistic Code Switching
ì Intra Sentential: inside the same sentence
ì She went to the tienda.
ì Intre Sentential: different sentences
ì Voy a comprar papitas. It costs 99 cents.
When do we Code Switch?
ì Conversational context/pragmatics guide CS (Wei, 2003)
What is Code Mixing?
ì It is another term linguistic researchers use to refer to Code Switching.
ì They are often used interchangeably by linguists.
ì What is Spanglish? ¿Que es Espanglés?
Spanglish/Espanglés is a mixing of the English & Spanish language in a way that violates the syntax &
grammar of either or both languages.
Examples of Spanglish & Espanglés?
ì Use of Non-Words, Hybrid Words, & Slangs/Vernaculars
ì “Roofo”
ì “Linkear”
ì “Lonche”
ì “Conflei”
ì “Biles”
ì “El Paree”
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Adjective & Noun Reversals (Barrett, 2006)
ì Correct English: A new car (adjective è noun)
ì Correct Spanish: Un carro nuevo (noun è adjective)
ì Spanglish that violates both rules: A car nuevo
ì Incorrect Suffix Usage (Barrett, 2006)
ì Eat-iendo
ì Boil-ando
ì Anglo Slang – Mock Spanish (Barrett, 2006)
ì Addition of Spanish suffix “o” to nouns
ì The bathroom-o
ì The chair-o
ì Addition of Spanish definite article “el” or “la”
ì El bathroom
ì La school
ì Use of False Cognates (Montelongo, Hernandez, Herter, & Cuello, 2011)
ì Cognate: are words that have the same origin (e.g. Latin) so they look and sound similar across
languages
ì True Cognate: Curious = Curioso (Latin: Curiosus)
ì False Cognate: To hang out ≠ Janguiar
ì False Cognate: To park ≠ Parquear
U.S. Latino’s Views on Code Switching & Spanglish/ Espanglés (Toribio, 2002)
ì Some Love it and Embrace it Fully
ì Some Code Switch between situations only (e.g. code switch with friends/family, but not in
professional role).
ì Some believe in pure use of languages (e.g. all English or all Spanish, but NO mixing).
ì Some associate code switching with degree of acculturation & English/Spanish language fluency.
é code switching = ê English & Spanish fluency
ì Some believe it influences other’s perception of their intelligence.
é code switching = ê Intelligence
What Does the Research Say about CS?
ì Code- switching is common in multilingual contexts and can be used effectively to enhance
communication (Singo, 2014).
ì Effective communication in healthcare provision is crucial (Singo, 2014)
ì To establish a caring relationship & build trust
ì To gather clinical information
ì To make accurate diagnoses
ì To counsel appropriately
ì To give therapeutic instructions
ì (e.g. parent coaching – Shinn, 2015)
Research: Receptive & Expressive Language
ì Ribot & Hoff (2014) conducted a study of 115, 2 ½ -year-old Spanish-English bilingual children
in the U.S.
ì Children were more likely to code-switch in response to Spanish than English.
ì Children’s Expressive vocabulary scores were higher in English than in Spanish.
ì English and Spanish Receptive language scores were not different
ì CS reflects expressive language dominance
ì Receptive skills è understand both languages
ì Expressive skills è answer best in one language over another
ì Can Code Switching be a Problem?
ì According to Singo (2014):
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ì From a sociolinguistic perspective, all code-switching is good and promotes linguistic
enrichment & communication effectiveness between speakers.
ì Research on CS demonstrates that it is an effective communicative resource in the
classroom, in Sunday school, in church, on Facebook and in everyday conversation
(Chitiga, 1994; 1996; Sun –Yung, 2010; Chen, 2013; Waifong, 2011; Viriri & Viriri,
2013).
Additive & Subtractive Bilingualism
ì Cummins (2015)
ì Additive Bilingualism: the first language continues to be developed and the first culture to
be valued while the second language is added.
ì Subtractive Bilingualism: the second language is added at the expense of the first
language and culture, which diminish as a consequence.
ì Cummins states that students in additive bilingual environments succeed to a greater extent
than those whose first language and culture are devalued.
ì Code Switching is…. Additive Bilingualism
Formal & Informal Communication CS in PCIT
ì Deciding.. to Switch or Not to Switch?
ì Keep your eyes on the prize: PCIT = Parent Coaching for Relationship Enhancement and
Behavioral Compliance!!
ì Ask yourself:
ì What are the caregiver’s views on CS & Spanglish/Espanglés?
ì Does CS promote coaching flow?
ì Can you code switch effectively?
ì Can the parent follow & lead using code switches?
ì Does the child understand & respond to code switches?
ì Does CS help enhance the relationship?
ì Does CS facilitate improved behavioral compliance?
Basic Approaches for Using CS & Spanglish
ì Use your “Linguistic Manners”
ì Assess family’s views/attitude toward code alternation
ì Listen & watch for CS in parent-child communication
ì Mirror the family (e.g. speak as they speak)
When in Doubt:
ì Ask the caregiver before you code switch, use Spanglish or Espanglés
ì Ask if you can CS to “tutear” / informal Spanish verb conjugation
ì Discussion and Questions.
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References
Barrett, R. (2006). Language ideology and racial inequality: competing functions of Spanish in Anglo-
owned Mexican restaurant. Linguistics Faculty Publications, Paper 10.
Molinsky, A. (2007). Cross-cultural code-switching: psychological challenges of adapting behavior in
foreign cultural interactions. Academy of Management Review, 32(2), 622-640.
Montelongo, J. A., Hernandez, A. C., Herter, R. J., & Cuello, J. (2011). The Reading Teacher, 64(6), 429-
434.Singo, J. (2014). Code-switching in doctor-patient communication. Nova Journal of
Humanities and Social Sciences, 8(1), 48-56.
Singo, J. (2014). Code-switching in doctor-patient communication. Nova Journal of Humanities and
Social Sciences, 8(1), 48-56.
Ribot, K. M., & Hoff, E. (2014). “¿Cómo estas? “I’m good.” Conversational code-switching is related to
profiles of expressive and receptive proficiency in Spanish-English bilingual toddlers.
International Journal of Behavioral Development, 38(4), 333-341.
Toribio, A. J. (2002). Spanish-English code-switching among US Latinos. International Journal of the
Sociology of Language, 158(2002), 89-119.
Younas, M., Arshad, S., Akram, K., Faisal, M., Akhtar, M., Sarfraz, M., & Umar, A. (2014). Code
switching and code mixing, a case of EFL teachers affecting L2 learners’ learning. Language In
India, 14(6), 516-530.
Wei, L. (2005). “How can you tell?” Towards a common sense explanation of conversational code-
switching. Journal of Pragmatics, 37(2005), 375-389
