Question

When children who speak languages other than English at home attend public schools in the United States, they not only are expected to learn and use academic English, they also are exposed to and expected to act in accordance with rules such as waiting in line to go through the lunch line and sitting in the cafeteria to eat lunch. When these children go home, they speak with their family in their shared language and follow different practices regarding shared meals. Moving between these different settings, these children grow adept at

a. code switching.

b. culture jamming.

c. media effects.

d. ethnocentrism.

Answer 1

Children who speak a different language at home and attend English-speaking schools often engage in code-switching - the ability to alternate between languages and cultural norms in different settings. This adaptability helps them conform to school expectations while maintaining their home linguistic and cultural practices. The correct term is a. code-switching.

Step-by-step explanation:

When children who speak languages other than English at home attend public schools in the United States, they navigate between multiple linguistic and cultural environments. This involves gaining proficiency in not only the English language but also the norms and rules of the school setting, such as lining up for lunch or the mannerisms for classroom behavior. After school, these children switch back to their home language and cultural practices.

The term that best describes this linguistic and cultural adaptability is code-switching. Code-switching involves alternating between two or more languages or language norms depending on the social context. It reflects a person's ability to navigate different cultural identities and language expectations, often unconsciously shaping the way they communicate based on the norms of the environment they are in at the time.

Code-switching is particularly common among bilingual individuals and serves as a tool for handling the complexities of multilingual conversation. It can be a sign of fluency across languages but also a response to the social pressures of conforming to different cultural expectations in diverse environments. Consequently, code-switching plays a crucial role in the lives of students who must adapt their language use to various settings throughout their day.

Some educators suggest that embracing students' authentic voices, including their native language and dialects, is a more equitable and culturally responsible approach to language learning. By allowing code-switching in the classroom, educators can acknowledge and value linguistic diversity, thereby enhancing students' learning experiences.

Therefore, in the context of the question, the correct option is a. code-switching. This process enables children to be versatile in their language use, displaying different facets of their identity and culture as they move between school and home.