ABSTRACT
This chapter examines the social and conversational attributes of code-switching, the alternating use of two or more languages within the same conversation. The chapter examines the important roles of the first language and of code-switching in the classroom and discuss what it means to teach and learn in a "multilingual classroom community of practice". Bilinguals most often switch languages in ordinary conversations when they are in the company of other bilinguals. Bilingual musicians and song writers exploit the creative capacities afforded by code-switching to push artistic boundaries and to bolster their messages. A great deal of research in the last several decades has shown that contrary to popular assumptions, code-switching is rather orderly, triggered by social and situational contexts, and used as a conversational resource by bilingual speakers. Bilinguals themselves may feel embarrassed about their code-switching and attribute it to careless or lazy language habits.
