2015 Research on Code-Switching
Abstract
Code-switching, a natural human practice, involves adapting one's speech style, appearance, behavior, and expression according to the context or situation. While prevalent among all humans, especially in transitioning between formal and informal settings. The information missing from the scientific literature on code-switching was how code-switching is learned. This study delved into how students of color learn and implement code-switching. It involved structured interviews with 14 individuals and two focus groups with a total of 21 participants. The analysis identified three primary methods of learning code-switching: observation, interaction, and instruction. Significantly, the study highlights that, for people of color, code-switching can often become an additional burden.
Background Information
In the 2015-2016 academic year, George Paasewe conducted a research study on code-switching at The University of Wisconsin-Whitewater under the approval of the Institutional Review Boards. UW-Whitewater, a public university in the Midwest United States, had an undergraduate enrollment of 11,142 students during this period. Among these, 472 students, accounting for under 5% of the undergraduate body, identified as African American/Black. In stark contrast, White/Caucasian students numbered 9,118, representing over 81% of the student population. This demographic distribution classified UW-Whitewater as a Predominantly White Institution (PWI), characterized by a majority White student body with a smaller representation of students from various other races and ethnicities.
Gap Identified
Paasewe identified a significant gap in the existing research on code-switching, specifically regarding how it is learned. His pivotal question, "How is code-switching learned by college students of color?" steered the focus of his research. Addressing this question, Paasewe's research and subsequent book fill a critical void in the scientific literature on code-switching. Previous studies predominantly examined reasons for code-switching, gender differences in its usage, its benefits, and the identity conflicts it might cause.
Paasewe's work significantly contributes to the broader understanding of code-switching. It enriches the academic discourse on the subject and pioneers new areas of exploration previously unaddressed. His study and book illuminate the process through which Black Americans learn to code-switch and anyone interested in adeptly navigating various social environments.
Research Methodology: Participants
In November 2015, George Paasewe initiated participant recruitment for his research on code-switching among Black college students at Predominantly White Institutions (PWIs). The study targeted African American students from the aforementioned university who self-identified as Black. George employed various methods for recruitment, including emails, social media, and word-of-mouth, aiming to engage participants experienced in code-switching and willing to discuss their learning process. Ultimately, 35 participants were recruited for the study.
The gender distribution among the 35 participants was relatively balanced, with 20 (57%) identifying as female and 15 (43%) as male. All participants were undergraduate students aged between 19 and 24 years. To ensure confidentiality, each participant was assigned a pseudonym to protect their identity.
Research Methodology: Data Collection Method & Tool
George Paasewe utilized a combination of focus groups and in-depth one-on-one interviews to gather data from the participants in his study. He organized two focus groups: the first included 11 participants, while the second comprised 10. The aim of these focus groups was to collaboratively explore the participants' attitudes, beliefs, and experiences related to code-switching. Each group was intentionally structured to allow participants to unite in a single setting and share their experiences as Black college students at a PWI. The following questions were posed in both the focus groups and the interviews to elicit information from the research participants:
• Question 1: Is your primary mode of communication Black English or Standard English?
• Question 2: In what situations do you employ solely Black English?
• Question 3: Why do you code-switch?
• Question 4: When and how did you learn how to code-switch?
• Question 5: What do you change or alter when you code-switch?
• Question 6: When you code-switch, does it happen consciously or unconsciously?
• Question 7: Do you view code-switching as a positive or a negative thing to do?
• Question 8: In what environments are you more inclined to or influenced to code-switch?
• Question 9: Have you ever felt that you may have been treated a certain way or judged because you code-switched?
• Question 10: Has there been a time when you encouraged your African American peers to code-switch?
• Question 11: Does the perception of others influence whether you code-switch or not?