This article offers six recommendations that instructors can employ encourage effective classroom code-switching practices among Black English-speaking students in basic communication course: (a) reconsider attitudes, (b) communicate expectations, (c) demonstrate model behavior, (d) affirm students' language, (e) create culturally reflective assignments, and (f) develop assessment methods. The development of communication skills is recognized as an integral component of across-the-curriculum initiative of many American colleges and universities. While incorporation of basic communication course such as introductory class public speaking is an important advance in curriculum development, it is often challenge for speech instructors broaden speaking proficiencies of students whose system is rooted in Black and who display difficulties in code-switching practices in academic settings. Black speakers, who develop an understanding of social complexities associated with ability code-switch, become astute in recognizing context cues and managing bi-dialectical behavior. Consequently, development of these skills influences academic performance as well as communication in other arenas. This article synthesizes data from various researchers on both Black and dialect shifting, and then it moves beyond theoretical aspects of framing difficulties associated with Black English-speaking students and suggests practical methods for instructors employ in an effort encourage effective code-switching practices in classroom. CODE-SWITCHING DEFINED Code-switching is defined as the use of two or more linguistic varieties in same conversation or interaction (Myers-Scotton & Ury, 1977, p. 7). It can involve alternation between two different languages, two tonal registers, or dialectical shift within same language, such as Standard and Black (Flowers, 2000). Code-switching is not random or meaningless. It has role, function, facets and characteristics. It is linguistic tool and sign of participants' awareness of alternative communicative conventions. Historically, Black has been deemed inferior, one of language patterns which deviate from Mainstream American English (Toliver-Weddington, 1973, p. 108). Black and speakers of Black have experienced brunt of this rejection. In response, African Americans, for most part, engage in almost unconscious and reflexive (Toliver-Weddington, 1973, p. 108) practice of code-switching as means of adapting or negotiating various communication contexts. Used convey social information and for stylistic purposes, code-switching allows African Americans to identify what is acceptable in different situations and modify their speech appropriate style (Hecht, Collier, & Ribeau, 1993, p. 89). Even though use of Black for individuals develops naturally as part of having been reared in African American cultural environments, African Americans develop ability code-switch in order manage in society in which they are racial minority. In country where standard (so defined because dominant group speaks it) is spoken by those in power, another or dialect spoken by those not in power will be ranked lower than that standard within dominant culture context. Although dominant group in United States does not have learn non-standard English, most members of subordinate groups are obliged leam standard dominant get along in school, at work, or in any mixed group settings. (Flowers, 2000, p. 2) Black (often used interchangeably with Ebonics) is defined as a set of communication patterns and practices resulting from Africans' appropriation and transformation of foreign tongue during African holocaust (Smitherman, 2000, p. …