in the unitary model. The integrated model takes a position closer to the center of the two extremes on linguistic systems. The model was developed from critiques to the unitary model, stating that the conclusions from the postmodernists were the product of theory, rather than linguistic data on multilingualism. The model posits that the internal linguistic system for any given individual is constructed with discrete lexical systems for each "language" and overlapping grammatical systems that can share phonetic, morphological, phonological, and semantic features. Linguistic systems are thought to rely on each system's linguistic structuring and whether the structuring can be done with or without cognitive differentiation. The integrated model then conceptualizes theories on code-switching to be aspects of translanguaging itself, because both the integrated model on translanguaging and code-switching assume some shared features and some distinction between cognitive linguistic systems. The word code in either code- switching or code-meshing refers to the code of the English languages. Typically, the academy enforces the code of Standard (standardized) English, measuring prose by a single measure of grammatical and syntactical correctness in academic, public, and professional contexts. Meanwhile, other codes of English exist, codes that are raced, regionalized, and imbued with class and cultural distinctions. These nonstandard codes of English, however, such as African American English (which is also sometimes known as African American Vernacular English, Black English, or Ebonics), find themselves relegated to or deemed only appropriate in home or social contexts. In other words, the academy reinforces and reifies the notion of Standard English as the decorous language of public discourse, while other dialects—indecorous dialects—are only fit for private uses. Therefore, Code-switching can be seen as one of the defensive mechanism that marginalized communities use to assimilate in the dominant culture. For instance, African Americans tend to speak the white standard English in the classroom and in the workplace to be accepted by their white counterparts. In addition, Vershwan Ashanti Young stated that code-switching instills a separate-but-equal idea of Englishes when pedagogies teach students that they must take pains to match the correct code of English to the appropriate context, and that nonstandard Englishes, despite lip-service to their validity, are incorrect in academic, professional, and public discourse. As a result scholars such as April Baker Bell, Vershawn Ashanti Young, and Suresh Canagrajah advocate code-meshing as a conceptual framework to replace code-switching. Code-meshing is defined as the linguistic ability to negotiate (mesh)