In linguistics, code-switching "refers to instances when speakers switch between codes (languages, or language varieties) in the course of a conversation. Switches may involve different amounts of speech and different linguistic units - from several consecutive utterances to individual words and morphemes."
Colloquially, code-switching means being able to switch between dialects (and cultural expression, behaviors, and mannerisms) based on one's surroundings. In terms of privilege, it means, for one, employing the prestige dialect of the society when necessary, for example, in professional and academic settings. In the United States, Standard American English is the privileged language.
Because "code-switching" is a linguistic term, many of the books on the topic are highly technical and come from a language-study approach (grammar, syntax, etc). However, there are books that also discuss educational implications and give social context to various kinds of code-switching, for example, from African American Vernacular English (AAVE) to Standard American English (AAE) in classrooms.
Other People's English: Code-meshing, Code-switching, and African American Literacy by
This book presents an empirically grounded argument for a new approach of teaching writing to diverse students in the English language arts classroom. Responding to advocates of the "code-switching" approach, four uniquely qualified authors make the case for "code-meshing"--allowing students to use standard English, African American English, and other Englishes in formal academic writing and classroom discussions. This practical resource translates theory into a concrete roadmap for pre- and in-service teachers who wish to use code-meshing in the classroom to extend students' abilities as writers and thinkers and to foster inclusiveness and creativity. The text provides activities and examples from middle and high schools as well as college and addresses the question of how to advocate for code-meshing with sceptical administrators, parents, and students. Book Features: A rationale for the social and educational value of code-meshing, including answers to frequently asked questions about language variation. Authors from the fields of linguistics, writing studies, English education, and teacher education. Teaching tips that have been used with students and in professional development workshops. Action plans that invite readers to make code-meshing a shared project that informs instructional practices and addresses cultural prejudices.
Codeswitching: Teaching Standard English in Urban Classrooms by 
Code-Switching in Conversation by
Code Switching, the alternating use of two or more languages ation, has become an increasingly topical and important field of research. Now available in paperback, Code-Switching in Conversationbrings together contributions from a wide variety of sociolinguistics settings in which the phenomenon is observed. It addresses not only the structure and the function, but also the ideological values of such bilingual behaviour. The contributors question many views of code switching on the empirical basis of many European and non European contexts. By bringing together linguistics, anthropological and socio-psychological research, they move towards a more realistic conception of bilingual conversation action.
Code-Switching by
It is quite commonplace for bilingual speakers to use two or more languages, dialects or varieties in the same conversation, without any apparent effort. The phenomenon, known as code-switching, has become a major focus of attention in linguistics. This concise and original study explores how, when and where code-switching occurs. Drawing on a diverse range of examples from medieval manuscripts to rap music, novels to advertisements, emails to political speeches, and above all everyday conversation, it argues that code-switching can only be properly understood if we study it from a variety of perspectives. It shows how sociolinguistic, psycholinguistic, grammatical and developmental aspects of code-switching are all interdependent, and findings in each area are crucial to others. Breaking down barriers across the discipline of linguistics, this pioneering book confronts fundamental questions about what a 'native language' is, and whether languages can be meaningfully studied outside of the individuals who use them.
