The Impact of Code Switching on Identity Formation and Affirmation
Presenter Type
UNO Graduate Student (Masters)
Major/Field of Study
Communication
Advisor Information
Dr. Sharon Storch, Assistant Professor in the School of Communication
Location
MBSC302 - G (Masters)
Presentation Type
Oral Presentation
Start Date
24-3-2023 2:30 PM
End Date
24-3-2023 3:45 PM
Abstract
The purpose of this presentation is to define and conceptualize the social phenomenon of code switching using the theoretical framework of Identity Negotiation Theory (INT). Code switching originated in linguistics, but was later explored in additional disciplines such as psychology and communication. This phenomenon, originally defined as the act of alternating between languages, has since gained a public understanding as the alternation of culturally-specific behaviors to elicit positive reactions. For the purpose of this presentation, we will define code switching as the intentional act of switching between languages. Theorist Stella Ting-Toomey proposed INT as a way to understand the complexities of negotiating cultural identities and roles in intercultural contexts. This theory emphasizes the importance of affirming pre-existing identities to form positive interpersonal relationships and avoid identity insecurity. We analyzed a case study conducted by Given Lee for the 2010 ALAK conference. This case study explored the interactions between bilingual, and international Korean students at U.S. high schools and colleges. Using INT as a theoretical framework, we identified participant interactions that demonstrated the fostering of a culturally familiar environment that reaffirmed their identity security. Additionally, our analysis yielded findings that suggested the motivation to use code switching resulted from feelings of identity insecurity while in a culturally unfamiliar environment. This highlights the various opportunities for positive community building and negative identity disaffirmation associated with code-switching. Finally, using the Mindful Identity Attunement (MIA) strategy proposed in INT, we present strategies educators and professionals can use in the classroom or workplace to mitigate feelings of identity insecurity in cases of code-switching.
Scheduling
2:30 -3:45 p.m.
The Impact of Code Switching on Identity Formation and Affirmation
MBSC302 - G (Masters)
The purpose of this presentation is to define and conceptualize the social phenomenon of code switching using the theoretical framework of Identity Negotiation Theory (INT). Code switching originated in linguistics, but was later explored in additional disciplines such as psychology and communication. This phenomenon, originally defined as the act of alternating between languages, has since gained a public understanding as the alternation of culturally-specific behaviors to elicit positive reactions. For the purpose of this presentation, we will define code switching as the intentional act of switching between languages. Theorist Stella Ting-Toomey proposed INT as a way to understand the complexities of negotiating cultural identities and roles in intercultural contexts. This theory emphasizes the importance of affirming pre-existing identities to form positive interpersonal relationships and avoid identity insecurity. We analyzed a case study conducted by Given Lee for the 2010 ALAK conference. This case study explored the interactions between bilingual, and international Korean students at U.S. high schools and colleges. Using INT as a theoretical framework, we identified participant interactions that demonstrated the fostering of a culturally familiar environment that reaffirmed their identity security. Additionally, our analysis yielded findings that suggested the motivation to use code switching resulted from feelings of identity insecurity while in a culturally unfamiliar environment. This highlights the various opportunities for positive community building and negative identity disaffirmation associated with code-switching. Finally, using the Mindful Identity Attunement (MIA) strategy proposed in INT, we present strategies educators and professionals can use in the classroom or workplace to mitigate feelings of identity insecurity in cases of code-switching.
Additional Information (Optional)
- projector and screen
- monitor or hookups for personal laptop