The nature of dual-language programs

[Miriam E Ebsworth]

Dear RA,

I can appreciate your concerns.
It's certainly true that contact between language communities often results in code switching/mixing. And extensive contact can lead to borrowing, as you have noted. But just as non-natives benefit from speaking L2 to each other- usually without learning each others' errors- non-natives will benefit from native input both from teachers in the classroom and from native peers.  In such situations, it's even more unlikely that natives will learn non-native errors. And good programs will provide lots of native models and input, in and out of the classroom.

Most code switching is done by individuals who have a shared good command of 2 languages, but know they are participating in a speech event in which both languages are understood by fellow interlocutors.
Crutching- or using the alternate language due to lack of competence- does happen, but is not the main reason for switching. Solidarity, humor, capturing just the right nuance- are more frequent functions of switches.

And allocating substantial dedicated time to each language is an important part of any good bilingual program.
Not every dual language program does this in the same way. Some start off with the 2 language groups sharing only a small number of classes while they acquire the building blocks of the alternate language. Others have everybody together all the time from the start. And there are intermediate positions.

You also touch on the issue of discourse domains. I can think of Chinese English speakers who know the language of technology in English a lot better than I do- in any language. So I would guess that each program needs to ascertain what kinds of discourse and topics of discourse will be needed by the learners in each language.  And of course, in any bilingual program issues of language supremacy come into play.

It's great to have this forum so that we can explore ideas, research and terminology.

Best,
Miriam