Psycho-Educational Research Reviews | Vol. 9, No. 3
London Academic Publishing, December 2020, pp 70
–
83.
https://www.journals.lapub.co.uk/index.php/PERR
70
B
ILINGUALISM IN
E
ARLY
C
HILDHOOD:
C
ODE
S
WITCHING
Abstract:
The present study is aim to how bilingual children
used another language as well as their mother tongue was
explained on the basis of Bernstein's code theory. For this
purpose, spontaneously bilingual children were examined in
their natural environment and explained according to the
Berstein’s code theory. It also emphasized the importance of
bilingualism at an early age. In this study, a case study as one
of the qualitative research methods was used. Two bilingual
children were observed and the observations obtained were
noted by researcher. The code switching in between two
children was examined and comapred according to the theory
explained in the literature. According to the findings of the
research one of the examples shows the positive effect of the
use of code switching and the other shows the negative effect.
The results of research has shown that the use of code switching,
that is, allowing language switching, has a supporting role in
children's acquisition of a new language.
Keywords:
Code theory, multilingualism, early childhood,
emergent bilingualism, native language acquisition
Şule Kavak PhD
Assistant Professor
Department of Early Childhood Education
Hasan Kalyoncu University
Gaziantep
Turkey
Contact:
E-mail: kvk.sule@gmail.com
ORCID 0000-0003-2753-3977
Ebru Deretarla Gül PhD
Associate Professor
Department of Early Childhood Education
Çukurova University
Adana
Turkey
Contact: ebruderegul@gmail.com
ORCID 0000-0002-6241-8109
Psycho-Educational Research Reviews | Vol. 9, No. 3 (December 2020)
71
INTRODUCTION
It is estimated that about one-fifth of the world's
population is bilingual or multi-lingual (Yıldırım,
2016; Diamond, 2009). In recent years, the
number of multicultural and multilingual people in
America has begun to increase (Brice & Anderson,
1999). For example in the United States, the
number of Spanish-speaking students has
increased (Pollard, 2002). Like this A few
languages spoken and understood in America
began to spread in small-scale traditional societies.
Likewise, in Turkey, the number of bilingual
children has been increasing in recent years. These
changes have led to new problems in the dominant
language environment. The lack of an appropriate
environment and school environment for children
to use both languages has led to an inability to
understand the language used, and as a result it has
been misinterpreted by teachers and the
environment.
There have been many definitions of bilingualism
in literature. In general, bilingualism is the ability
to express one's self easily and smoothly on two
languages (Purcell, Lee, Biffin, et al., 2012).
People often become bilingual because they need
it in their daily lives. There is no need to be
perfectly fluent in two languages, but the
important thing is to have a dominant language and
to be able to express oneself in both languages (Url
1). Bilingualism is divided into two as
simultaneous
acquisition
and
sequential
acquisition.
▪
Simultaneous acquisition occurs when a
child learns two languages at the same
time. It consists of 3 stages. In the first
stage, the child mixes two languages in a
single system. In the second stage, they
begin to separate words in each language
from each other and understand which
person speaks which language. In the
third stage, a language is spoken more
often than others, and it becomes more
dominant depending on the frequency of
use. Simultaneous language acquisition
can be obtained in two ways. One
person, one of the parents, or one of the
family members uses one language
another language. In the other model,
parents or family members support by
speaking both
languages (Purcell, Lee, Biffin, et al.,
2012).
▪
Sequential acquisition is learning the
second language after the first. This is a
3-step process. In the first stage the child
observes the second language speakers,
at this stage s/he may remain silent,
communicate by pointing and then the
child starts to trust the sentence memory.
In the second stage, the child
communicates in the second language
and begins to form his own sentences. In
the third stage, he begins to speak using
correct words, correct grammar, and
correct pronunciation. When languages
are learned sequentially, understanding
the first language rules supports the
development of the second language
(Purcell, Lee, Biffin, et al., 2012).
Bilingual children’s language acquisition and use
processes are different from monolingual children.
In this process, if the right support and
environment is not provided to children, it may
have many negative consequences. Children who
just start using two languages, frequently switch
between languages, namely code switching, by
using words from both languages together. These
transitions are seen as an important part of the
language acquisition process. Richard Skiba says
that code switching can be seen as an extension of
the language for bilingual speakers (Skiba, 1997).
Bilingual children have the ability to speak in both
languages at different levels. While speaking a
language, being fed by another language is an
important process for bilingual language
development. When two languages are spoken,
reasoning and concept formation are better
developed and advanced language skills such as
code switching, accents, and syntax are obtained
(Doron, 2014). At the end of age 3, the average
bilingual children use two words for most
concepts, thus gaining more experience of
switching between languages (Crivello et al.,
2016).
Code switching is something that bilingual
individuals often do in environments where both
languages are spoken. Code switching is defined
as an alternation of two languages in a single
discourse (Pollard, 2002). Child switches to
another language while speaking fluently without
Psycho-Educational Research Reviews | Vol. 9, No. 3 (December 2020)
72
any hesitation. In this study, the role of code
switching in two languages (both English and
Turkish usage in the same discourse) was
examined. The situations where bilingual students
have code switching, its effects and whether it
provides language freedom were explained on
case studies.
THE PURPOSE OF THE STUDY
In this study, how bilingual children used another
language as well as their mother tongue was
explained on the basis of Bernstein's code theory.
The purpose of the research is to find out the role
of code switching (both in English and Turkish use
in the same discourse) children have while using
two languages acquired in natural environments.
The situations where bilingual students have code
switching, its effects and whether it provides
language freedom or not were explained on case
studies. In addition, this study also showed how
the use of code switching affects the examples in
the case studies positively (the transition between
languages
provides
more
effective
communication) and the negative (not allowed and
not understood) effects. It also emphasized the
importance of bilingualism at an early age. For this
purpose, the following questions were asked;
1. Does bilingualism have any advantages and
disadvantages? What are they?
2. What is code switching? What are its positive
and negative effects?
3. When, why and how is code switching be used?
SIGNIFICANCE OF THE STUDY
With the impact of globalization, bilingualism and
multiculturalism have begun to spread to most
countries in the World. The rapid progress of
technological developments and the increase in
scientific research have made it necessary to use a
second language nowadays. In addition, the
children of immigrant families had to be bilingual.
The new generation has been exposed to a second
language even if we do not want it. However, the
acquisition and use of a second language, the
processes of language acquisition, and critical age
periods have been the topic of controversy for
many years. These debates have led to many
definitions of bilingualism that have brought many
misconceptions.
Recently, many studies have shown that the
critical age in the acquisition of a second language
is three years old, and learning another language at
an early age provides many advantages for the
child. However, the answers to many questions
such as what kind of way should be pursued in this
process, whether there should be a dominant
language, whether other languages should be
learned after the mother tongue is taught, how the
language systems work and whether another
language is based on mother tongue system has
become important for teachers, researchers and
especially for parents.
When learning a second language, children’s
mixing it with their mother tongue and their use of
words from other languages in the same sentences
creates worries in the environment if learning
another language affects the use of mother tongue
negatively. However, all these processes are
normal for individuals learning a new language.
The results of this research inform interested
people as a strategy to help learning if bilingual
students are allowed to use code switching. It also
brings a new perspective to the misconception that
children who change countries as a result of
immigration fail in academically due to language
inadequacy, and in this sense this research is a
guide for parents and teachers of bilingual
children. Besides, it highlights the importance of
using a language other than mother tongue in early
age.
THEORETICAL EXPLANATIONS AND RELATED
RESEARCH
The view that bilingual children are slower,
disadvantaged and have less vocabulary rather
than monolinguals until the 1960s has been
changed by Peal and Lambert's (1962) study, and
it was found out that bilingualism provides a
cognitive advantage than monolingualism. In
recent years, many variables have been researched
in the studies. Accordingly, it has been found that
even though bilingual and monolingual children
have similarities in language acquisition process
and cognitive domains, bilinguals have large
Psycho-Educational Research Reviews | Vol. 9, No. 3 (December 2020)
73
differences. One of them is selective attention in
the prefrontal cortex developed in the first 5 years
(Diamond, 2010).
Many studies have shown that cognitive processes
are predominantly dependent on linguistic skills
(Bialystok, Craik, 2009). As a result of the
researches carried out, bilingual children were
found to be more successful than monolingual
children in the cognitive concession of linguistic
processes. Accordingly, the fact that bilinguals
have two or more words for an object or a concept
allows them to look at events from a different
perspective. As a result, it has been seen that the
bilinguals are individuals with creative, open-
minded, flexible, imaginative and high language
skills (Backer, 2001, p.148).
In Kovács and Mehler's (2009) study of bilingual
babies, bilinguals were found to be easier to adapt
to changes than monolinguals. In addition, it was
found that bilingual babies have more vocabulary
in both languages compared to their monolingual
peers (Crivello, Kuzyk, Rodrigues, Friend,
Zesiger, Poulin-Dubois, 2016). According to
Poulin-Dubois (2016), as children age and their
vocabulary grow, the switching from one to the
other language accelerates and these switching
become more frequent. For this reason, bilingual
children exhibit a more flexible posture in solving
complicated problems and are more selective and
focused on problem-solving skills (Desjardins,
2016).
THE ADVANTAGES AND DISADVANTAGES OF
BILINGUALISM
There are still some false misconceptions about
children who learn two languages. Cognitive
flexibility develops better in bilinguals, for
example, in contrast to the idea that two languages
mix people's minds. The bilinguals can see events
from two or more perspectives and understand
better how other people think (Hakuta, 1986).
Moreover, bilinguals have better auditory
language skills, such as being able to distinguish
the sounds of a language, and are more sensitive
than monolinguals. In addition, they matures
earlier than monolinguals in terms of language
abstraction, such as talking and thinking about
language, (Albert and Obler, 1978, Cummins,
1994).
Cummins argues that the higher linguistic
awareness of bilinguals is due to the fact that since
bilinguals acquire two languages and two cultures
rather than monolinguals, they have a much
broader and diverse experiences, and take places
with cognitive advantages such as more flexible
structuring of thoughts as they have switching
(Cummins, 1976, 2001c). According to Reynolds
(1991), bilinguals are more capable of adapting to
the changing environment due to their separate
language environments and their experience of the
social and cultural environments of these
languages. The fact that bilinguals have two or
more words for a single object or concept allows
them to look at events from a different perspective,
that is, bilingual children are more successful in
cognitive control of linguistic processes than
monolingual children. Bialystok (2017) says,
bilingualism can shape brain structure and
cognitive ability. Likewise Al-Amri (2013) also
talked about the positive effects of bilingualism.
The benefits of bilingualism affect not only
professional life but also social life. The brains of
bilingual individuals have two active language
systems, regardless of what the preferred language
is. So the cognitive muscles of the brain always
work. While other people need extra effort and a
sharp mind to solve difficult and complex
problems, this is simpler for bilinguals. Bilinguals
can think of each object or thought with two or
more words and phrases, and these talents
reinforce their creativity (Doron, 2014). A number
of studies have shown that early childhood
language acquisition supports children positively
in terms of cognitive, social and linguistic thinking
skills.
According to Doron (2014), the benefits of
bilingualism for children are explained as follows:
▪
Children acquire skills in new
vocabulary and voices as they are
exposed to extensive language input.
▪
They easily separate words in unified
voices.
▪
Categorizing the words comes natural to
them.
Psycho-Educational Research Reviews | Vol. 9, No. 3 (December 2020)
74
▪
The answers are at equal speed in both
languages.
▪
Rhymed words are easier to perceive.
▪
Bilingual children better understand
patterns and patterns even at early ages.
Contrary to all these benefits, there are also studies
that think bilingualism has negative effects. For
example many studies have emerged to support the
claims that bilingualism had negative effects on
intelligence and cognitive ability. The results of
such studies led the researchers to claim that
bilingualism is a mental burden for bilingual
children causing them uncertain and confused
(McLaughlin, 1978; Saunders, 1988). Carroll
(1968) reported in his study that bilingualism
encourages facile and superficial mental attitudes.
In addition, Carrow (1957) in Appel & Muysken
(2005) found that monolingual children in silent
reading,
oral
reading
accuracy
and
comprehension, spelling, hearing, articulatory
skills, vocabulary, and arithmetic reasoning better
than bilinguals. A few researchers also believed
that bilingualism could impair the intelligence of a
whole ethnic group and can be seen as something
unnatural (Weisgerber, 1933; Saunders, 1988).
BRAIN IN BILINGUALISM
Another area of bilingualism and brain research is
how bilingual individuals’ languages are
represented in their minds. At this point, the
question “Are these representations are
independent of each other or are there
dependencies between them have gained
importance (Baker, 2001c: 143). Researchers such
as Fabbro (2002) used techniques such as PET and
FMRI to investigate the language arrangement in
the brains of bilinguals; they have examined
linguistic stimuli such as word processing,
sentence processing and short story processing,
and attempted to reveal linguistic processing in
bilingual individuals. Accordingly, the word
information of D1 and D2 is represented in the
same brain areas regardless of the acquisition age
of the person. However, the words of D1 and D2
acquired after the critical age are stored in the
notification memory systems in the left cerebral
associative memory areas serving language
functions. When examining the cerebral areas
activated by bilinguals in early ages and older ages
with two languages during sentence processing
tasks in D1 and D2, it has been observed that in
both languages, the bilinguals display the same
activation in Wernicke and Broca areas at early
ages; there are important differences between D1
and D2 in bilinguals in late ages when activating
in Broca's field. Also, in late years, bilinguals have
been identified to have two distinct, but
contiguous, centers in the left Broca areas
Figure 1. In these figures D1 is ‘yellow-red’, D2 is ‘blue’ D3 is ‘green’
Psycho-Educational Research Reviews | Vol. 9, No. 3 (December 2020)
76
As seen in Figure 1, if the second language is
acquired at an early age, the density increases in
the same place (especially in Broca's area).
However, if it is acquired later (Figure 2), it is seen
that new network structures are formed and
language acquisition is divided and different
sections in the head assume this function.
Figure 2. There are three different notations as indicated above (1), (2), (3)
The first of these representations are between the
ages of 0-2, the second between the 2-adolescence
period, and the third the adult formations. As can
be seen, brain cells are less connected to each other
in language learning as the individual’s age
progresses (Url 2).
BERNSTEIN’S CODE THEORY
Sociolinguists examine the way bilinguals switch
from one language to another and their behaviors
in the social context. In all societies there is a large
verbal repertoire with different languages,
different dialects and different styles (more or less
formal). According to Bernstein’s code theory,
students develop values within the culture of the
school through contradictory and paradoxical
practices - external global market forces and
pedagogies are becoming more market-oriented,
yet traditional social hierarchies, social values and
traditional rituals and practices are being retained,
creating oppositional discourses within the school
culture (Bernstein, 2000). The varieties of
languages are chosen from this repertoire based on
the characteristics of the social context according
to the nature of the talk and the formality of the
situation. The style change exists in all English-
speaking societies. For example; someone can
speak stupid or more ridiculous or less ridiculous
depending on the spoken person, the spoken
subject, the situation and the situation desired to be
created. Some English-speaking societies have
two dialects with different styles as well as
multiple dialects (Mcarthur, 1998).
When the children in the two language acquisition
process start talking, they usually use the items
belonging to two languages in the same word or
conversation flow. This behavior has been termed
by many researchers as mechanism mixing or
assembly shifting (Ekmekci, 1993). The items of
the two languages used in the conversation can
belong to the sound, word, or linguistic construct.
The most frequently encountered mixing
mechanism in children is the use of some words in
the other language while using a language. The
fact that children’s mixing two languages with
each other has been interpreted as that the
presentations of the two languages are not
separated neuro-cognitively (Geneese, 2002, Akt.
Bakırlı, 2008).
Code switching is defined as the combination of
two languages in a single discourse, and using
them alternatively in a sequence (Bhatt, 1997;
Brice & Anderson, 1999). Code switching is made
within sentence boundaries and different
languages are used in the sentence. Words and
phrases from two languages are contained in a
single sentence (Brice & Anderson, 1999). Code
switching involves the use of two or more
Psycho-Educational Research Reviews | Vol. 9, No. 3 (December 2020)
76
languages at any level (Myers-Scotton, 2009).
Code switching is a linguistic behavior involving
both the perceiving of the language
(understanding) and the production of language.
Issues of interest include brain and speech
difficulty as well as mental dictionary (Wang &
Liu, 2013). Crivello (2016) says that language
switching provides an advantage for bilinguals in
conflicts. In conflict situations, the child ignores
certain information. This shows the experience of
switching between languages, for example to use
the second word even if it is easier to reach the first
word.
Interest in code switching studies began with
Epinosa’s (1917) writing on “speech mix" in the
discourses of new Mexicans in the 21st century
(Huerta-Macias, 1983). Code switching has been
something that has been happening in America's
classrooms over the last 20 years. Hammink
(2000) defines code switching as; Language
poverty, low prestige, biased use and inadequacy
in both languages. On the contrary, Pollard (2002)
supported the use of code switching in bilingual
classrooms as a strategy that made communication
more effective. Code switching is one of the most
used communication methods among foreign
language learners (Burenhult, 1999). These
children do not denote code switching negatively,
but instead view it as a means to transmit
information more effectively.
Code switching not only serves to improve
communication in the learning-teaching process,
but also helps bilinguals to maintain and develop
their languages. This code switching is used to
"identify, to emphasize, to elaborate the receiver,
in short, to effective communication" (Macias,
1983). For the speakaer, using code switching in
the language he feels more comfortable can
alleviate language insecurity (Burenhult, 1999).
Code switching is the term at least two languages
combined in different forms are spoken at different
levels. For example, as in the bilinguals of
Malaysia and English.
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