Abstract
Much like an effective speaker, a flexible musician is competent across multiple settings. The sociolinguistic theory of code-switching can be a useful tool to better understand how musicians acquire a set of skills and knowledge to support music-making in a range of activities in and outside of school and throughout society. In this article, readers learn about the specific skills and knowledge musical code-switchers rely on the most when moving among a diverse range of musical events. This article includes examples of how code-switching experiences can improve music classes, lessons, and rehearsals and support meaningful independent music-making.
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