The Effects of Explicit Code-Switching Instruction on Student Writing Performance for Students Who Speak Non-Standard Forms of English

This research project began by asking how explicit code-switching instruction would impact the writing performance of non-standard English speaking students. Participants included twelve sixth grade students and twelve teachers. The data collected was teacher interviews, anecdotal notes, writing samples, teacher questionnaires, student work samples, and audio recorded code-switching practice sessions. Findings revealed that students were not able to translate their knowledge of and proficiency with oral code-switching and dialect variance to written code-switching. In addition, James Prep’s implementation of code-switching pedagogy is not adequate. The data implied that without valuing the home languages of students and building a culture of natural style shifting, it is difficult to create a culture fit for code-switching and critical conversations about language