Abstract
This study investigated the manifestation of code-switching (CS) behaviors in a secondary band director during music performance assessment preparation. The inquiry was guided by three sub-questions: (1) What parts of the band director’s verbal and non-verbal language discourse are changing that exemplify CS, (2) What are the most prominent themes related to identities and identity roles being observed throughout the band director’s process of CS, and (3) What is happening during instruction that provokes the band director to code-switch? Video recorded data and a post-observation interview were collected and analyzed using grounded theory analysis techniques. Code-switching was most evident in contexts when “David” (pseudonym) was building rapport, and setting behavioral and performance expectations. David exhibited verbal CS most often through changes in tone, register, voice inflection, and prosody. His non-verbal CS was most prominent through navigating classroom space, adjusting proximity to students, changing his body positioning, and hand and arm gestures. David’s teacher identity as a band director was most prominent, yet driven by various identity roles. David’s navigation of social identity roles (e.g., Joker, Reinforcer, Father Figure, etc.), and the discursive actions he took while enacting them, helped to define contexts in which he code-switched. His identities enacted when establishing rapport directly influenced how CS manifested in moments of setting behavioral and performance expectations. Furthermore, identity roles related to rapport building contexts were concurrently exhibited with other identity roles related to the setting of behavioral and performance expectations. David’s ability to use CS to set behavioral expectations allowed him more ease in establishing performance expectations through CS.