Code-switching

Code-switching is alternating between languages, dialects, or language varieties within a conversation or utterance. Speakers may switch between sentences, clauses, or words.

Matrix language frame model: A model in which one language supplies a sentence’s grammatical frame while another contributes inserted material. It explains how a bilingual clause can combine languages while retaining one language’s structural frame.
Bilingualism: The ability to use or understand two languages, with proficiency varying across speakers and situations. Code-switching commonly occurs in bilingual repertoires but does not require equal fluency.
John J. Gumperz: An anthropological linguist known for influential work on interactional sociolinguistics and conversational code-switching. His work treated switching as a contextualization cue that helps signal how talk should be understood.
Classroom code-switching: Alternation between languages by teachers or students during classroom interaction. It illustrates how switches can support explanation, participation, or classroom management.
Code-mixing: The combination of elements from multiple languages within a single utterance or discourse. Some traditions distinguish code-mixing from code-switching by structure or social function; others use overlapping definitions.
Insertional code-switching: A form of code-switching in which words or phrases from one language are inserted into another language’s structure. It describes switches where borrowed-looking material appears inside a clause framed by another language.
Register (sociolinguistics): A language variety associated with a particular situation, activity, or communicative purpose. A speaker may shift registers alongside, or instead of, switching languages.
Shana Poplack: A sociolinguist known for research on bilingual speech and grammatical constraints on code-switching. Her studies helped establish empirical approaches to where switches occur within sentences.
Bilingual education: Education that uses two or more languages for instruction or learning. Classroom language choices raise practical questions about when switching supports learning.
Style-shifting: A speaker’s movement between linguistic styles or varieties in response to audience, setting, or purpose. It can resemble switching but may occur within one language variety continuum.

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