Code Switching
Devi Pokharel/Beldangi
Code-switching is the practice of mixing two languages in the speaker’s speech. This is practiced probably in the places where English is the second language. Apart from the speeches it is mostly used in lectures and conversation as I have mostly experienced in Nepal. It is regarded as the severe impediment to the language and effective speaking. It has been a common practice and rampant all over with us and often it’s hindrance to practice “English only” concept and effective learning.
Code-switching occurs when the bilinguals substitute a word or phrase from one language with a phrase or word from the other language or the language of the code-switcher. The mostly practiced code-switching are of two kinds: intra-sentential and inter-sentential. Both occur when the words or phrases of one language is burrowed to use on the other.
Code-switchers may be teachers, lecturers, professors and public speakers. They may not be able to earn the goodwill of students and the audiences who eagerly listen to them. This is the matter of prestige to them. It, in spite of improving language skills, decreases the language competence, word power and vocabulary. One who loves it using everywhere is certainly doing injustice to the language. Language incompetence is the aftermath of frequent use of code-switching.
The present huge rate of failure in English in university and higher secondary levels in our context is because of the problem of code-switching and lack of English language competence but not due to lack of textual knowledge. Albeit, we have bulk of bookish knowledge we lack the way we do justice to the English language-the second language of ours. The incapability of speakers, teachers and effective language practioners may results in code-switching and hence impact in the competitive examinations and public speaking.
There are remedies too. As it’s because of teachers’ and speakers’ lack of self confidence,
Institute’s management pressure, subject’s misguided principle. So there are ways minimizing it. If we take the classes and face the public with good home work and frame work out a plan, we more or less overcome it. Changing long and complex sentences into short and simple, replacing difficult words with simple ones too can help. Further, use of gestures, movements and facial expressions play vital role and citing examples from the areas of common interest of laymen like films, music, sports attract the public and the students to your lecture. If we cannot abolish completely, we can put effort to minimize this hindrance to the English language and its learners. Common let us practice good English free of code-switching and give justice to the language.