Code-Switching and Language Mixing
If you are bilingual, then you are familiar with code-switching and language mixing. This has never been defined intentionally in my day to day speech. I tend to do this when I know someone else speaks the same two languages that I speak. What is the difference between Code-Switching and Language Mixing? What do these terms mean?
Code-Switching
Code-Switching is defined by Berkeley Graduate Division as “a strategy that people use to alter their self-presentation in different contexts and situations.”
Jaqueline Toribio, Profesor of Linguistics at University of Texas at Austin, defines it as “the alternating use of two languages in the same stretch of discourse by a bilingual speaker”. Both definitions make sense to me because I do alter my self-presentation depending on the situation and when I am aware of my audience’s ability to speak two languages it makes it easier to alternate between English and Spanish. So how is Language Mixing different? Are they similar? An example would be “I went to the ‘parque’ (park) yesterday, but I had to ‘devolverme’ (go back)” – A Spanish-English speaker is being intentional with their switches between languages within their sentence.
Translanguaging
Ileana Najarro from edweek.org defines translanguaging as “the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability. In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.” As a teacher, I support this concept because I can put myself in a bilingual student’s shoes. Growing up as a student learning English, I would often think in Spanish and process the information into English. My students are learning English, with a Spanish home language. I can support them better in their translanguaging abilities and guide them to learn their Academic English. Dr. Jose Medina, a linguistic and educational advocate, speaks about Translanguaging as part of his Professional Development offer.
Language-Mixing
As far as Code-switching, it is not the same as Language Mixing. Language Mixing is most common with language learners that are using new words. For example “Can you pass me the ‘plato’ (plate)?” – which is common when a young bilingual child might mix a Spanish word (plato) into an English sentence because they are developing their language skills.
Code-switching and Language Mixing are two different skills and as Bilinguals we have done both at some point in our Bilingual Journey. For young learners Language Mixing can be encouraged and praised because they are learning a new language and exploring how to use their new language. Perhaps, once upon a time, it was frowned upon because it seemed like a lazy way to speak or “Wow! You don’t know how to speak (Insert Language here).” I am very comfortable with code-switching when I know that the other person/group of people are Bilingual. There are times I do forget a word in Spanish and other times, it just flows out and I code-switch without really thinking about it.
First-Gen
As a first-gen Latina, learning English was a difficult task and it was not praised for the reason that my parents did not want me to lose my home language, Spanish. Don’t get me wrong, they were absolutely proud of the fact that I was becoming fluent in both English and Spanish. The rules at home, however, always stayed the same – Spanish at home, English at School. Now that we are in 2025, it is safe to say that both Code-Switching and Language Mixing, are two skills that, depending on the region and setting, are more accepted amongst social groups, working environments, and family homes.
Teach your child Spanish and find resources at Teachers pay Teachers store. You will find games, reading resources, and other activities that can support your child’s Bilingual Journey. Please contact me if you have more questions about this interesting topic.
Read more about ways to raise Bilingual Children, click on my previous post about Raising Bilingual Children.
Language Combinations
- Franglais – French and English
- Taglish – Tagalog and English
- Chinglish – Chinese (Mandarin or Cantonese) and English
- Hinglish – Hindi and English
- Singlish – English with Malay, Tamil, and Chinese influences (used in Singapore)
- Arabizi – Arabic and English (ofen written in Latinb script with numbers representing Arabic sounds)I
- Portuñol – Portuguese and Spanish
- Spanglish – Spanish and English
Types of Code-Switching
- Inter-sentential switching – Switching occurs between sentences. (e.g., “I’m going to the store. ¿Quieres algo?”)
- Intra-sentenial switching – Switching happens within the same sentence. (e.g., “She bought una camisa roja yesterday.”)
- Tag-switching – Inserting a tag phrase from another language. (e.g., “That was fun, ¿verdad?”)
- Situational code-switching – Switching languages based on context, such as speaking English at work but Spanish at home.
- Metaphorical code-switching – Switching for emphasis or to convey different tone, like shifting to a native language for emotion or humor.
Bilingual Education: Code-Switching in the Classroom
In bilingual education, code-switching can be a valuable tool for communication, instruction, and student engagement. Here are some examples of different types of code-switching in a bilingual classroom:
1. Inter-sentential Switching (Switching Between Sentences)
- Teacher: “Today, we are going to learn about animals. Los animales pueden ser salvajes o domésticos.”
- Student: “I finished my work. ¿Ahora qué hago?”
2. Intra-sentential Switching (Switching Within a Sentence)
- Teacher: “Remember to use uppercase letters al principio de la oración.”
- Student: “I like el cuento de Caperucita Roja porque es muy interesante.”
3. Tag-switching (Adding a Word or Phrase from Another Language
- Teacher: “We are going to line up quietly, ¿ok?”
- Student: “This is my favorite book, ¿verdad?”
4. Situational Code-switching (Switching Based on Context)
- During a Math Lesson: The teacher speaks primarily in English: “Let’s count by twos-2, 4, 6, 8…”
- During a Cultural Discussion/Social Studies: The teacher switches to Spanish: “En nuestra comunidad, celebramos el Día de los Muertos con ofrendas y calaveras de azúcar.”
5. Metaphorical Code-switching (Switching for Emphasis or Emotion)
- Teacher (encouraging student): “You can do this! ¡Tú puedes! ¡Eres muy inteligente!”
- Student (excitedly sharing news): “Guess what? ¡Ganamos el partido ayer!”
6. Code-switching for Clarification
- Teacher: “When we add two numbers together, we get a sum. La suma es el resultado de una adición.”
- Student: “Oh, so sum es como el total?
In bilingual education, code-switching can help bridge gaps in understanding, build confidence, and maintain cultural connections.
Classroom Strategies and Activities
1. PVR – Preview-View-Review Method
- Preview: Introduce the topic in one language.
- Spanish: “Hoy vamos a aprender sobre los animales del océano.”
- View: Teach the main lesson in the target language.
- English: “Whales are mammals, not fish. They breathe air through their blowholes.”
- Review: Summarize the key points in the first language again.
- Spanish: “Entonces, ¿las ballenas son peces? No, son mamíferos porque respiran aire.”
2. Dual-Language Word Walls
- Have a word wall where students can see vocabulary in both languages. Encourage students to use both languages when explaining a word.
For Example:
- Teacher: “Can someone define ‘evaporation’?”
- Student: “Evaporation is when water turns into gas. Es cuando el agua se convierte en vapor.”
3. Bilingual Read-Alouds
Read a book in one language and ask students to summarize or answer questions in the other language. Use code-switching to explain difficult words.
For Example: Reading The Very Hungry Caterpillar in English and pausing to discuss:
- “He ate ‘one apple’—¿qué significa ‘apple’ en español?”
4. Code-Switching Storytelling
A creative way to Code-Switch is to have students create bilingual stories where characters naturally switch languages.
For Example: “María walked to the park. De repente, vio un perrito perdido. ‘Are you lost?’ she asked.”
Examples of this kind of story telling:
(Book for Adults): How to Date a Flying Mexican by Daniel A. Olivas
(Book for Kids): ¡Vamos! Let’s Go Eat by Raul the Third
5. Cognate Connections
- Teach students to recognize cognates
- Read all about Cognates/Cognados here What are Cognates?
- “Cognate Hunt”
- where students find words like “animal/animal” or “elephant/elefante” in texts, write the room activities, picture activities and more.
- Visit my TPT Store for Cognate Activities Here
- Challenge During Small Reading Groups
- “Can you find three cognates in this passage?”
- Write down 3 cognate words you know
6. Role-Playing with Code-Switching
- Assign students different roles where they must use both languages.
- Example: A store scenario where a customer speaks Spanish, but the cashier responds in English, requiring both to switch languages to communicate.
7. Personal Bilingual Journals
Journal writing either for morning work or your writing block. Students write in both languages, switching when they feel it’s necessary.
- An Example: “Today in science, we learned about el ciclo del agua. First, el agua se evapora…”
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