The mechanism, referred to as code-switching, is a normal occurrence and not confirmation of inferior language capabilities (De Ramirez amp. Shapiro 20006). In contrast, bilingual children acquire the skill of code-switching and practice it to enhance communication. Bilinguals interchange languages for several reasons. Commonly a term in the other language strikes the mind initially or more precisely communicates the meaning (Fishman 1991). Language change is driven by the environment, addressee, topic, or the need to point out, to emphasize, or to show shared aims with an ethnic group (Heath 1983). At present, we have to examine bilingualism, biculturalism, multilingualism, and multiculturalism as normal phenomena. Old and new generations are putting their best efforts to become part of the global village or to become global citizens (Brisk, Burgos amp. Hamerla 2004). Essentially, in realizing the objective, knowledge of different cultures and languages serves an important function. The core idea of this argument is the relationship between cultures and languages and how to effectively combine these two components in the process of language learning (Brisk et al. 2004). Language is an element of a culture, and the entirety and the element are always together. Having knowledge of different languages is also having knowledge of different cultures (Brutt-Griffler amp. Varghese 2004). Hence, teaching languages are about teaching cultures and ideas. Languages are successfully learned when they are perceived in a cultural framework, as argued by Schumann (1978) in his ‘acculturation model of second language learning’. The solution is to perfectly implant different languages and cultures into multilingual and multicultural learners, in order for the learners to understand each other (Schumann 1978).
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