Translanguaging vs. Code-Switching in Interactive EMI Contexts: Key Differences
In the increasingly multilingual and globalized world of education, especially in English Medium Instruction (EMI) contexts, understanding how languages interact is crucial. Two prominent concepts in this discussion are translanguaging and code-switching, both of which refer to the ways in which speakers use multiple languages in communication. While both practices involve shifting between languages, they differ in purpose, approach, and the implications they have for learning, particularly in interactive EMI settings. Understanding the differences between these practices can help educators better support students in navigating multilingual environments and improving both language proficiency and subject matter comprehension.
What is Code-Switching?
Code-switching refers to the alternation between two or more languages (or dialects) within a conversation, sentence, or phrase. This shift is often a conscious one, driven by specific social, contextual, or linguistic factors. Code-switching typically happens when speakers are proficient in both languages, and they switch languages to serve a particular communicative need, such as addressing a specific audience, adhering to social norms, or expressing something that may be more easily conveyed in one language over another.
In interactive EMI classrooms, code-switching often occurs when students or instructors momentarily shift between their native language (L1) and English (L2) to clarify complex concepts or provide examples that are better understood in the students’ first language. For example, in a Japanese university where English is used for instruction, a professor might explain a difficult concept in English and then quickly translate or elaborate in Japanese to ensure all students understand. Similarly, students may revert to their L1 during group discussions when grappling with challenging material to process the information more effectively.
Example of Code-Switching in EMI: In an economics lecture at a Japanese university, a professor might present a theory in English but switch to Japanese briefly to clarify a difficult term: “The concept of ‘demand elasticity’ is important here, but in Japanese, we might think of it as 需要の弾力性 (elasticity of demand).” This helps students bridge their understanding between the two languages but maintains clear boundaries between them.
Code-switching example l Burro meets Shrek
Code-switching example l Burro meets Shrek
What is Translanguaging?
Translanguaging, on the other hand, refers to the fluid and dynamic use of an individual’s full linguistic repertoire without necessarily adhering to the boundaries of any one language. It recognizes that bilingual or multilingual speakers do not simply switch between separate language systems; rather, they integrate and combine features from multiple languages to communicate effectively. Translanguaging is not about maintaining distinct languages but about creating a cohesive communicative process that draws from all linguistic resources available to the speaker.
In an interactive EMI context, translanguaging allows students and instructors to use both English and their native languages seamlessly. For instance, students might use their L1 to brainstorm ideas or understand complex concepts and then switch to English to present their thoughts. Unlike code-switching, where clear language boundaries exist, translanguaging blurs those lines, fostering a more holistic use of language that reflects how bilingual individuals naturally operate.
Example of Translanguaging in EMI: In a group discussion at a Turkish university using EMI, students discussing international trade might use Turkish to express some complex ideas and terms while integrating English for academic concepts and presentations. A student might say, “Bu anlaşmanın (agreement) temel faydası, trade barriers’ı azaltmak (reduce trade barriers),” seamlessly blending the two languages to communicate more naturally.
Translanguaging A multilingual Learning
Translanguaging: A multilingual Learning
Key Differences in Interactive EMI Contexts
While both code-switching and translanguaging involve multiple languages, their differences are particularly evident in interactive EMI contexts, where communication, understanding, and participation are critical.
Purpose of Language Use:
- Code-Switching is typically used as a strategy to manage the gaps between languages. In EMI, this often involves switching to the L1 for clarification, translation, or explanation. The main purpose is to provide access to content that might otherwise be difficult to understand in English alone.
- Translanguaging, in contrast, views all languages as part of a single, fluid communicative resource. The purpose is not merely to clarify but to create meaning by integrating the speaker’s full linguistic repertoire. In EMI settings, this approach allows students to navigate and learn using both their L1 and English, encouraging deeper comprehension and cognitive processing.
Linguistic Boundaries:
- Code-Switching maintains clear boundaries between languages. In an interactive EMI classroom, this might mean alternating between English and the L1, but keeping the two languages functionally distinct. For example, a professor might deliver the bulk of a lecture in English and switch to Japanese only for brief moments of clarification.
- Translanguaging blurs the boundaries between languages, allowing for a more fluid interaction. In this approach, both languages are seen as resources that work together rather than as separate systems. A classroom discussion might involve students using English and their L1 interchangeably to express complex ideas without conscious shifts between languages.
Educational Implications:
- In code-switching, the assumption is that students will gradually improve their English proficiency by being immersed in the language while using their L1 as a support. This method aims to create a balance where English remains the primary language of instruction, but the L1 is used strategically to ensure understanding.
- Translanguaging, however, embraces the idea that both languages can be used simultaneously to enhance learning. This approach views bilingualism or multilingualism as a resource rather than a challenge and encourages students to engage in content using all of their linguistic abilities. In EMI, translanguaging can create a more inclusive environment where students feel empowered to express themselves fully.
Classroom Application:
- Code-Switching is often teacher-led in EMI settings, where the instructor decides when and how to switch between languages to facilitate comprehension. It is a more controlled method of incorporating students’ native languages.
- Translanguaging, on the other hand, is often student-centered, allowing for more autonomy in how students use their languages to interact with the content. For example, during group work or discussions, students may naturally use their L1 for complex cognitive tasks and switch to English for more formal, academic communication.
Making Space for Native Languages in Newcomer Classrooms
Making Space for Native Languages in Newcomer Classrooms
In interactive EMI contexts, both code-switching and translanguaging play significant roles in facilitating comprehension and engagement. Code-switching tends to maintain linguistic boundaries, offering support when needed, whereas translanguaging provides a more fluid and integrative approach that allows students to draw from their full linguistic repertoire. Understanding these differences can help educators design more effective and inclusive EMI classrooms, ensuring that both content learning and language development are supported. By strategically incorporating both practices, interactive EMI can become more dynamic, allowing students to engage more deeply with both the subject matter and the language of instruction.
