Code Switching In Dennis Baron's 'Hooked On Ebonics'

REFUTATION: Although code switching and language alternation has been researched there are still many opposed to the idea of integrating it in the classroom. Dennis Baron’s “Hooked on Ebonics” explores the negative effects the Oakland California school district experienced when they endorsed Ebonics as a separate language. The resolution declared Ebonics as a “genetically-based” (Baron) language of the American American students in the district, and not as a dialect of English. In the case of the Oakland School Board, teachers taught Ebonics as if it was a foreign language, instead of integrating the two languages. Both the American public and the United States Department of Education condemned their actions. The pubic reacted to the “declaration

of linguistic independence…[as] an act of secession.” African American leaders warned that continued use of Ebonics would exclude students from higher education and corporate boardrooms of the nation. The DOE reaffirmed their position that “black English was a dialect of English, not a distinct language eligible for bilingual-education funds,” (Baron). After massive negative attention, the Oakland School Board backed down and dissolved the resolution. This forced writer Dennis Baron and many other linguists to consider whether or not foreign-language teaching techniques are useful in English-speaking students standard English and to what degree students need Standard English to be successful in school and the workplace. Baron concludes that while knowing and being able to actively switch between two languages is beneficial to learning, it is seldom enough (Baron).
Also, if educators do not understand how to properly use and adapt languages for the classroom it can be just as detrimental as teaching languages completely separate. Akin’s “Small-Scale Communication” featured in Chapter Five of Gary Goshgarian’s Exploring Language: Thirteenth Edition, discusses causes and resolutions to small-scale miscommunications, and how these can lead to large-scale misunderstandings. Akin describes how misunderstanding the nature of communication, how to communicate, and semantics, lies at these communication disconnects (Akin). This is especially prevalent in speakers of two different languages or from two different cultures. Here is one scenario where this problem may occur. If a bilingual student doesn’t understand the meaning of an assignment in SAE and a teacher who is not proficient in the students home language attempts to translate by looking up a word through a translation dictionary they may use the word incorrectly or inappropriately. Although the dictionary is generally a good starting tool for defining words, the definitions are so descriptive in attempt to encompass all meanings, the teacher may have picked the definition they felt defined the word as a whole, but it may be semantically incorrect. This would lead the student to have less understanding of the topic, because the world as defined may have a separate conversational meaning. Though this type of scenario can and does occur, increased educator training on code switching and the conversational languages can prevent miscommunication used by their students.
Code switching can also be seen as racially insensitive.

Code switching can occur not only during social situations where the same language is spoken, but ethnicities may be different. Kumea Shorter-Gooden, co-author of “Shifting: The Double Lives of Black Women in America,” and chief diversity officer at the University of Maryland argues that code switching is used for survival, stating that its roots date back to pre-antebellum slavery times. Modern examples include people of color in predominantly white cultures or women in male-dominated situations, have had to “quickly figure out ‘How do I manage?’ and read situations that ‘they weren’t set up for in the first place,’” (O’Neal). Caucasians, who may normally speak in Standard American English, can be perceived as racist if they use AAVE. This is because whites have not had to communicate using AAVE in order to survive in society, unlike African-Americans and other people of color that feel pressured to use SAE to fit into society. When Caucasian people use AAVE, it can sound forced or offensive. In contrast, African-Americans who use SAE may be perceived as more intelligent and better fitting into society if they code-switch from AAVE to SAE. Also, problems can arise in the classroom, where many young people who are competent in English and children who have not been sufficiently exposed to both languages (Pfaff). One mainstream example is trying to “sound white.” Speaking “proper,” or Standard American English, in black or ghetto areas can get you bullied (O’Neal). In contrast, sounding “black” in white places can make you feel “alienated and unheard,” (O’Neal). Rather than fulfilling a new role, code switching marks these conversational functions. In addition, code-switching research focuses usually on the code-switcher, but not how it influences the person, or persons, for whom the code switching is

done.
CONCLUSION: There is still room to research more on code switching and its connections to advanced development and adaptations in the classroom. Although there have been several types of code switching identified, there has yet to be a determination of types the differences of code switching employed by polyglots. Is one type more favorable than the other in a given situation? Like, does code switching vary from context to context? Even without this research it is evident that language use in multilingual classrooms must be culturally relevant and socially responsible. Well trained educators aware of their students sociocultural realities must know to appropriately interact with students while using these linguistic strategies. The language use in the classroom should not only adapt language used in community, but also should provide a rich and stimulated learning environment for all involved in the learning process. Teachers should seek research to help them learn how to properly respond to cultural and linguistic differences. Knowledge like this can help make the classroom a place where equality and equal learning is promoted, rather than prejudices and shame found outside the school.