Relevant bibliographies by topics / Code switching (Linguistics) Australia Case studies

Academic literature on the topic 'Code switching (Linguistics) Australia Case studies'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Code switching (Linguistics) Australia Case studies"

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Umpornpun, Achiraya, and Preechaya Mongkolhutthi. "Conversational Code-Switching Among Thai Teenage Multilingual Gamers: A Sequential Analysis." Theory and Practice in Language Studies 12, no. 11 (November 3, 2022): 2422–28. http://dx.doi.org/10.17507/tpls.1211.24.

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Using the pragmatic approach to code-switching studies, this paper presents a case study of how a group of Thai multilingual teenagers employ code-switching to organise their discourse while gaming. Auer’s method of sequential analysis was used to reveal the ways participants used code-switching to negotiate the language for interaction and to organise conversational tasks. Participants were found to have used both participant-related and discourse-related code-switching in their interactions with one another. Analysis of these instances of code-switching suggests that code-switching is used as an additional resource by multilingual teenagers to achieve particular conversation goals in interaction, and that multilingualism is a linguistic and interactive resource that is unique to those that are able to communicate in more than one language.
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Smolak, Erin, Stephanie de Anda, Bianka Enriquez, Diane Poulin-Dubois, and Margaret Friend. "Code-switching in young bilingual toddlers: A longitudinal, cross-language investigation." Bilingualism: Language and Cognition 23, no. 3 (May 16, 2019): 500–518. http://dx.doi.org/10.1017/s1366728919000257.

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AbstractAlthough there is a body of work investigating code-switching (alternation between two languages in production) in the preschool period, it largely relies on case studies or very small samples. The current work seeks to extend extant research by exploring the development of code-switching longitudinally from 31 to 39 months of age in two distinct groups of bilingual children: Spanish–English children in San Diego and French–English children in Montréal. In two studies, consistent with previous research, children code-switched more often between than within utterances and code-switched more content than function words. Additionally, children code-switched more from Spanish or French to English than the reverse. Importantly, the factors driving the rate of code-switching differed across samples such that exposure was the most important predictor of code-switching in Spanish–English children whereas proficiency was the more important predictor in French–English children.
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Kwan‐Terry, Anna. "Code‐switching and code‐mixing: The case of a child learning English and Chinese simultaneously." Journal of Multilingual and Multicultural Development 13, no. 3 (January 1992): 243–59. http://dx.doi.org/10.1080/01434632.1992.9994494.

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GRIM, FRÉDÉRIQUE. "The topics and roles of the situational code-switching of an English-French bilingual." Journal of French Language Studies 18, no. 2 (July 2008): 189–208. http://dx.doi.org/10.1017/s0959269508003268.

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ABSTRACTMost studies of child bilingualism (Döpke, 1992; Fantini, 1985; Genishi, 1999; Gumperz, 1977, 1982; McClure, 1977; Myers-Scotton, 1993a; Romaine, 1994) concern children raised in a bilingual language community. The present study concerns a four-year-old child in an English-speaking community raised in an environment where his mother only spoke French to him. Two questions were raised: Can a child raised by a non-native parent produce situational code-switching triggered by topic changes? Are there additional topics or roles to add to the previous literature that trigger a young English-French bilingual child to code-switch? The data in this study showed that the child produced situational code-switching. Two novel hypotheses for code-switching were also found: leadership and expression of emotions and sensations. This case-study is important for the field of code-switching in the environment of a non-native parent raising a child in a second language.
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Schwartz, Geoffrey, Anna Balas, and Arkadiusz Rojczyk. "Phonological Factors Affecting L1 Phonetic Realization of Proficient Polish Users of English." Research in Language 13, no. 2 (June 30, 2015): 180–97. http://dx.doi.org/10.1515/rela-2015-0014.

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Acoustic phonetic studies examine the L1 of Polish speakers with professional level proficiency in English. The studies include two tasks, a production task carried out entirely in Polish and a phonetic code-switching task in which speakers insert target Polish words or phrases into an English carrier. Additionally, two phonetic parameters are studied: the oft-investigated VOT, as well as glottalization vs. sandhi linking of wordinitial vowels. In monolingual Polish mode, L2 interference was observed for the VOT parameter, but not for sandhi linking. It is suggested that this discrepancy may be related to the differing phonological status of the two phonetic parameters. In the code-switching tasks, VOTs were on the whole more English-like than in monolingual mode, but this appeared to be a matter of individual performance. An increase in the rate of sandhi linking in the code-switches, except for the case of one speaker, appeared to be a function of accelerated production of L1 target items.
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Berngardt, Anetta V. "Problem fields of contact linguistics terms." Verhnevolzhski Philological Bulletin 2, no. 29 (2022): 151–58. http://dx.doi.org/10.20323/2499-9679-2022-2-29-151-158.

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Bilingualism as a multidimensional problem is studied in many sciences. Bilingual research in linguistics is primarily about studying the specifics of languages functioning in close contact. The terminological apparatus of this field is ex-tensive, but it has a number of imperfections. Despite the long history of bilingual studies, there is no clear definition of each term used here. This article analyzes the basic terms of bilingual studies, their definitions, and approaches to their use. Key terms in bilingual studies include bilingualism, interference, transference, code-switching, borrowing, and several others. The terms «interference» and « transference» raise the majority of questions, which is primarily due to the differences in Russian and foreign linguistic traditions. At the same time, the formation of a linguistic personality is influenced not only by the level of language proficiency, but also by the cultural and social environment. The terms «linguistic biography» and «semilingualism» were introduced to describe the totality of factors influencing the linguistic personality of a bilingual. The terms «code-switching» and «borrowing as a form of language interaction» are also problematic in contact lin-guistics, but many linguists refer to them as special cases of lexical interference. After analyzing bilingual terminology, the author concludes that mutual interaction of languages in speech contact is not static; therefore, it cannot be placed in the existing conventional frameworks and schemes. This is why terminol-ogy disputes are inevitable, and the basic terms of contact linguistics constitute a special study case.
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KANG, CARISSA, and BARBARA LUST. "Code-switching does not predict Executive Function performance in proficient bilingual children: Bilingualism does." Bilingualism: Language and Cognition 22, no. 2 (April 22, 2018): 366–82. http://dx.doi.org/10.1017/s1366728918000299.

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Previous studies of bilingual adults have suggested that bilinguals’ experience with code-switching (CS) contributes to superior executive function (EF) abilities. We tested a highly bilingual developing population in Singapore, a multilingual country where CS occurs pervasively. We obtained CS and EF measures from 43 English–Chinese 8-year-old children (27 females, M = 100 months). We measured spontaneous CS with a novel task and EF in terms of task-switching (Semantic Fluency) and inhibitory control (Stroop task in both languages). Contrary to previous work, CS performance did not significantly predict EF performance in either case. Rather, bilingual language proficiency, i.e., degree of bilingualism (as measured by direct proficiency tests and parents’ estimates of daily language use and exposure of both languages) influenced EF performance. Accordingly, the relationship between CS and EF may be more indirect and non-necessary than previously assumed.
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Denroche, Charles. "Employing cognitive metonymy theory in the analysis of semantic relations between source and target text in translation." Metaphor and the Social World 9, no. 2 (November 5, 2019): 177–98. http://dx.doi.org/10.1075/msw.18024.der.

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Abstract This article offers a model of translation which frames semantic relations between source- and target-text elements in terms of metonymy, and translation in terms of metonymic processing. Translators/interpreters constantly use approximations rather than exact one-to-one correspondences in their work, as meaning making is by nature partial and built-in matches between language systems do not exist. Approximation is identified as a recurrent theme in Translation Studies, while Metonymy Studies is seen as providing a toolkit for describing in detail the approximate semantic relations between source- and target-text elements. Models from Metonymy Studies are applied to two translation case studies and a translation revision case study. An original typology of metonymic relations is proposed based on whether or not source and target are encoded linguistically as vehicle and topic respectively. It is concluded that the semantic relations between source- and target-text elements in translation are distinctive in two respects: (1) they are characterized by facetization and zone activation rather than metonymization; (2) they are examples of Topic metonymy (both source and target concepts are encoded) and Code-switching metonymy (the source and target concepts are encoded in different languages).
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Fekete, Tamás. "Anglo-Scandinavian code-mixing in English place-names." Studia Anglica Posnaniensia 50, no. 4 (December 1, 2015): 5–23. http://dx.doi.org/10.1515/stap-2015-0018.

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Abstract With this paper I wish to investigate the nature of code-mixing found in English place names chiefly, though not exclusively, from the Danelaw area. The paper analyses this code-mixing in the frame-work of contact linguistics in the light of the contact situation between Old English and Old Norse, as described by Townend (2002) and Lutz (2013), that existed from the 8th century onwards, bearing in mind, however, that the Scandinavian place names may not necessarily be direct indicators of the nature and extent of the Scandinavian settlement itself. Historical code-switching usually and generally focuses on describing intersentential and intrasentential code-switching, and this paper aims at broadening the overall scope of the investigation through the inclusion of onomastics. The analysis will be chiefly based on a corpus of 1,915 relevant place-names, with the data drawn from the Oxford Dictionary of English Place-Names (Mills 1998), and Fellows-Jensen’s regional studies on Scandinavian place-names in England (Fellows-Jensen 1972, 1978, 1985). The primary focus of the investigation will be those place names which contain both Scandinavian and English elements, used to contain at least one Scandinavian or English element which was replaced by an element from the other language, contain at least one element which underwent a transformation to accommodate to the phonological system of the other language and contain elements which could belong to either of the languages but cannot be decided with absolute certainty. In this paper I also argue that names (specifically the above mentioned place-names) can conform to Muysken’s (2000) category of congruent lexicalization and that word-internal code-switching, and CS in general, is in fact a phenomenon that can occur in the case of hybrid place-names.
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Yao, Xiaofang, and Paul Gruba. "A layered investigation of Chinese in the linguistic landscape." Australian Review of Applied Linguistics 43, no. 3 (March 19, 2020): 302–36. http://dx.doi.org/10.1075/aral.18049.yao.

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Abstract Increased attention to urban diversity as a site of study has fostered the recent development of linguistic landscape studies. To date, however, much of the research in this area has concerned the use and spread of English to the exclusion of other global languages. In a case study situated in Box Hill, a large suburb of Melbourne, we adopted a layered approach to investigate the role of Chinese language in Australia. Our data set consisted of hundreds of photographs of street signage in one square block area of the shopping district. Results of our analyses show that signage portrays a variety of code preferences and semiotic choices that in turn reveal insights into the identities, ideologies, and strategies that help to structure the urban environment. As demonstrated in our study, such complexity requires a renewed and situated understanding of key principles of linguistic landscape research (Ben-Rafael & Ben-Rafael, 2015).
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Dissertations / Theses on the topic "Code switching (Linguistics) Australia Case studies"

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Ye, Lu Lara. "Code-switching in mandopop :a case study of Sing! China." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953714.

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Wong, Shuk-wai Connie Waikiki. "A case study of child-directed speech (CDS) a Cantonese child living in Australia /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36923862.

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Yang, Yang. "Dynamics of Chinese-English code-switching on WeChat by Macao young bilinguals." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953683.

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Shen, Jing Qi Flora. "Code-switching in language practices of secondary school students in Macau." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953685.

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Wong, Shuk-wai Connie Waikiki, and 黃淑慧. "A case study of child-directed speech (CDS): a Cantonese child living in Australia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36923862.

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Gong, Min Jie. "A study of code-switching in classroom discourse at the University of Macau." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586636.

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Uys, Dawid. "The functions of teachers' code switching in multilingual and multicultural high school classrooms in the Siyanda District of the Northern Cape Province." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4361.

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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Code switching is a widely observed phenomenon in multilingual and multicultural communities. This study focuses on code switching by teachers in multilingual and multicultural high school classrooms in a particular district in the Northern Cape Province of South Africa. The aims of this study were to establish whether teachers in the classrooms concerned do code switch and, if so, what the functions thereof are. With these aims in mind, data were collected from four high schools in the Siyanda District, during 13 lessons in total. These lessons were on the subjects Economic Management Sciences, Business Studies and Accounting. The participants in the study were 296 learners in Grades 8 to 12 and eight teachers. Data were collected by means of researcher observations and audio recordings of lessons. These recordings were orthographically transcribed and then analysed in terms of the functions of code switching in educational settings as identified from the existing literature on this topic as well as in terms of the Markedness Model of Myers-Scotton (1993). The answer to the first research question 1, namely whether teachers made use of code switching during classroom interactions was, perhaps unsurprisingly, “yes”. In terms of the second question, namely to which end teachers code switch, it was found that the teachers used code switching mainly for academic purposes (such as explaining and clarifying subject content) but also frequently for social reasons (maintaining social relationships with learners and also for being humorous) as well as for classroom management purposes (such as reprimanding learners). The teachers in this data set never used code switching solely for the purpose of asserting identity. It appears then that the teachers in this study used code switching for the same reasons as those mentioned in other studies on code switching in the educational setting. The study further indicated that code switching by the teachers was mainly an unmarked choice itself, although at times the sequential switch was triggered by a change in addressee. In very few instances was the code switching a marked choice; when it was, the message was the medium (see Myers-Scotton 1993: 138), code switching functioned as a means of increasing the social distance between the teacher and the learners or, in one instance, of demonstrating affection. Teachers code switched regardless of the language policy of their particular school, i.e. code switching occurred even in classrooms in which English is officially the sole medium of instruction. As code switching was largely used in order to support learning, it can be seen as good educational practice. One of the recommendations of this study is therefore that particular modes of code switching should be encouraged in the classrooms, especially where the medium of instruction is the home language of very few of the learners in that school.
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Rose, Suzanne. "The functions of codeswitching in a multicultural and multilingual high school." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1855.

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Lui, Blanche F., and 呂麗雯. "Language use of a trilingual child in Hong Kong in her solitary pretend play and her interaction with her parents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29681054.

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Denuga, Hildred Malilo. "An investigation into how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi region of Namibia : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017337.

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The Namibian government’s language policy for schools has opted for English as the official language of education. But the use of English in Namibian schools has nevertheless presented certain challenges. Although the Ministry of Education has chosen English as the language of instruction from upper primary (Grade 4) up to the tertiary level, it has been found that English proficiency is poor among both learners and teachers. It is against this backdrop that this study sought to investigate how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi Region of Namibia. The study explored Natural Science teachers’ perceptions and experiences of code-switching, how they and their learners make sense of concepts in science classes when code-switching is applied, and lastly, how code-switching from English to Silozi enables or constrains learning in Natural Science classes. The main question is: How do Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi? A qualitative case study underpinned by an interpretive paradigm was carried out at Zebra School (pseudonym) in the Zambezi Region of Namibia with two participant teachers. My unit of analysis was mediation of learning through code-switching, and data were obtained from lesson observations, questionnaires, interviews and document analysis. A variety of data gathering technique was employed for triangulation purposes to enhance the validity and trustworthiness of the data. During the data analysis process, data were grouped into common themes and subsequently organized into analytical statements in relation to the research questions. It was found that code-switching was widely employed in Grade 7 Natural Science classes in the Zambezi Region. It was also found that teachers code-switch to help learners understand the subject content, to explain concepts, to emphasize points and to include learners’ participation in the subject. The findings also revealed that some few teachers were against code-switching because examinations are written in English and the language policy does not recommend code-switching. Notwithstanding this, since the majority of teachers do code-switch to support their learners’ understanding in science classes, I recommend that education curriculum planners should include code-switching in the curriculum guidelines, and that the practice should be officially acknowledged as a legitimate strategy for teachers.
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Books on the topic "Code switching (Linguistics) Australia Case studies"

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Díaz, Carmen Pena. Bilingual speech: A case study of a bilingual community. [Alcalá de Henares (Madrid)]: Universidad de Alcalá, 2006.

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Pandit, Ira. Hindi English code switching: Mixed Hindi English. Delhi: Datta Book Centre, 1986.

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Case-marking in contact: The development and function of case morphology in Gurindji Kriol. Amsterdam: John Benjamins Pub. Co., 2011.

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From code-switching to borrowing: Foreign and diglossic mixing in Moroccan Arabic. London: Kegan Paul International, 1989.

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Second language socialization and learner agency: Adoptive family talk. Bristol: Multilingual Matters, 2012.

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Fogle, Lyn Wright. Second language socialization and learner agency: Adoptive family talk. Bristol: Multilingual Matters, 2012.

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McLellan, James, and Roger Barnard. Codeswitching in university English-medium classes: Asian perspectives. Bristol: Multilingual Matters, 2014.

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Language Alternation Strategies in Multilingual Settings: A Case Study: Ghanaian Immigrants in Northern Italy (European University Studies: Series 21, Linguistics). Peter Lang Publishing, 2006.

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Language Alternation Strategies in Multilingual Settings: A Case Study: Ghanaian Immigrants in Northern Italy (European University Studies: Series 21, Linguistics). Peter Lang Publishing, 2006.

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The contexts of code switching in French immersion classrooms. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1997.

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