Dissertations / Theses: 'Codeswitching'

1

Rindler, Schjerve Rosita. "Codeswitching und Sprachkontaktforschung." Universität Leipzig, 1998. https://ul.qucosa.de/id/qucosa%3A33259.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Syahdan. "Sasak-Indonesian Codeswitching." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/565566.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Berg, Niklas. "Codeswitching in Swedish ESL Teaching." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91570.

Full text

Abstract:

Many studies have shown that use of the target language second and/ or foreign language (in this case English) teaching has greatly improved students' learning, albeit, not all teachers use the target language exclusively but rather switch between the first and target language. This particular study has shown that the teacher in compulsory school does alternate between the target language and the first language for various reasons, while teachers in upper secondary school exclusively use the target language both within and outside the classroom and there are rarely any occurrences of codeswitching among students and teachers. The reasons for this are, because the content which has been taught has been too difficult for the students to understand, or the students have refused to interact in English with both their teacher and fellow students. The teachers' view on the matter tells us that even though they have tried to exclusively use the target language in the English classroom, it has not been working in the manner they wanted it to have. In order to gather data for this research, seven classroom observations have been carried out and to complement them interviews with three teachers have been conducted to get their view on the use of English in their own teaching and why they think codeswitching occurs among students and themselves.

APA, Harvard, Vancouver, ISO, and other styles

4

Guo, Tao. "A case study of teachers codeswitching behaviours in mainland China's university EFL classrooms and student's reactions to the codeswitching." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:21bca6e1-95ee-446c-9932-1416e7999e9e.

Full text

Abstract:

This study explores the oral interaction between teachers and their students in university English as a foreign language classrooms in Mainland China with particular focus on teachers' codeswitching behaviours and students' reactions to these behaviours. Codeswitching in foreign or second language classrooms has been the subject of a great deal of research interest from the applied linguistics community in recent years, but patterns of codeswitching in "broadly communicative" classrooms have rarely been studied in great detail nor have students' strategic reactions to codeswitching been directly elicited from learners as a means of gauging the impact of teacher codeswitching. Moreover, there is a clear need to situate the debate about teacher codeswitching in a more rigorous theoretical framework. A case study approach best suited the aims of this research and two teachers were selected in an initial pha e (Phase 1) of the study because they conformed to a number of pedagogical and interaction-related criteria. In the main phase of the study data were elicited through a combination of systematic observation, stimulated recalls and teacher interviews. The codeswitching patterns of the two teachers were analysed both quantitatively and qualitatively. However, much greater emphasis is placed on the qualitative analysis of the codeswitching and students' reactions towards it. The findings show that the amount of codeswitching was relatively low but varied considerably by lesson. Most codeswitching was for medium-oriented lexical explanations. Students' reactions to their teachers' codeswitching varied by individual not by groups. The findings suggest an interesting pattern of variance between the two teachers in terms of their codeswitching behaviours and enrich our understanding of codeswitching in L2 classrooms and provide hypotheses that could be tested with larger samples. The findings also contribute to an understanding of the functions and consequences of codeswitching from the learners' perspective, which may contribute towards major advances in the field and have direct pedagogical implications.

APA, Harvard, Vancouver, ISO, and other styles

5

Peréz, Casas Marisol. "Codeswitching and identity among island Puerto Rican bilinguals." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/451013358/viewonline.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Al-Qudhai'een, Muhammad A. I. "The syntax of Saudi Arabic-English intrasentential codeswitching." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289965.

Full text

Abstract:

The syntax of intrasentential codeswitching has been the main focus of research on codeswitching in the last two decades, and several constraints on its occurrence have been proposed. Belazi et al.'s (1994) Functional Head Constraint is one of the most recent among these constraints. It states that codeswitching is not allowed between functional heads and their complements. This study tests the predictions of this constraint, as well as Poplack's (1980) Equivalence Constraint, using Saudi Arabic-English codeswitching data from ten graduate students studying at U.S. universities. A total of ten hours of naturalistic telephone conversational data was tape-recorded, and transcribed for analysis. Selected portions of the conversations containing fairly frequent codeswitching are included in an appendix, which may be a source for further research. Codeswitches were classified according to the category of syntactic unit in which they occurred, and their frequency was tabulated. Illustrative examples of each category are given, and the applicability of major proposed constraints to the examples is discussed, with particular attention to the Functional Head Constraint. Analysis shows that Saudi Arabic-English codeswitching poses an apparent challenge to the Functional Head Constraint, as the database contains frequent counterexamples, consisting primarily of a switch between the bound Arabic definite article el- and an English Noun or modifier + Noun. Analyzed in terms of Chomsky's (1995) Minimalist Program, this switch is seen as occurring between the head of the DP and its complement, with the /l/ of the Arabic head assimilating to the first [+ Coronal] consonant of the English word, following regular phonological rules. It is proposed that the definite article has weak features, and does not have to check its language feature, so that it does not block codeswitching. The Functional Head Constraint can thus be maintained if it is restricted to apply to heads with strong features, such as demonstratives, which block codeswitching. However, the phenomenon remains a clear violation of the Free Morpheme Constraint (Poplack 1980).

APA, Harvard, Vancouver, ISO, and other styles

7

Boumans, Louis. "The syntax of codeswitching analysing Moroccan Arabic/Dutch conversations /." Tilburg : Tilburg University Press, 1998. http://catalog.hathitrust.org/api/volumes/oclc/40381844.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Zeledon, Marilyn. "The Linguistic Market of Codeswitching in U.S. Latino Literature." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2295.

Full text

Abstract:

This dissertation is a multidisciplinary study that brings together the fields of literature, sociolinguistics, and cultural studies in order to understand the motivation and meaning of English-Spanish codeswitching or language alternation in Latino literature produced in the United States. Codeswitching was first introduced in Latino literature around the time of the Chicano Movement in the 1970s and has been used as a distinctive feature of Latino literary works to this day. By doing a close linguistic analysis of narratives by four different authors belonging to the largest Latino communities in the country (Chicano, Puerto Ricans, Dominican Americans, and Cuban Americans), this study examines whether codeswitching is used as a mere decorative element to add ethnic flavor, performs a mimetic role of oral codeswitching, or responds to a political strategy. To reach representative conclusions, the political, social, cultural, and linguistic backgrounds of each community are studied in order to establish commonalities or differences in the experiences of these immigrant communities in the United States and how these experiences inform their writing. Considering the negative views held by speakers of both English and Spanish regarding the use of oral codeswitching, the need to study its use in literature is compelling. To that end, I have adopted social, and sociolinguistic theories to identify whether codeswitching operates as linguistic and symbolic capital in Latino literature, which authors may profit from to advance a Latino agenda. This work concludes that how codeswitching is used in Latino literature and the goals it ultimately achieves—if any—hinge on the positioning of the authors vis-à-vis hegemonic English monolingualism and their own experience as members of the Latino community to which they belong. Thus, the role of codeswitching may indeed be solely ornamental or ethnic or it may be a political one; that of expanding the space in which Latinos are allowed to operate. The narratives studied include Rudolfo Anaya’s Bless Me Ultima (1972), Esmeralda Santiago’s When I was Puerto Rican (1993), Cristina García’s Dreaming in Cuban (1992), and Junot Díaz’s The Brief Wondrous Life of Oscar Wao (2007).

APA, Harvard, Vancouver, ISO, and other styles

9

Onysko, Alexander. "Anglicisms in German borrowing, lexical productivity, and written codeswitching." Berlin New York de Gruyter, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2891393&prov=M&dok_var=1&dok_ext=htm.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Onysko, Alexander. "Anglicisms in German : borrowing, lexical productivity, and written codeswitching /." Berlin [u.a.] : de Gruyter, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2891393&prov=M&dokv̲ar=1&doke̲xt=htm.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Boumans, Louis. "The syntax of codeswitching : analysing Moroccan Arabic/Dutch conversation /." Tilburg : Tilburg University Press, 1998. http://catalogue.bnf.fr/ark:/12148/cb37683283t.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Matthews, Jairus-Joaquin R. "Codeswitching In African American College Students: Attitudes, Perceptions, and Practice." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1153933328.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Anderson, Sheri L. "Status & solidarity through codeswitching: three plays by Dolores Prida." Thesis, Texas A&M University, 2004. http://hdl.handle.net/1969.1/536.

Full text

Abstract:

This analysis employs the sociolinguistic framework of status and solidarity (Holmes, 2001) to examine the use of codeswitching on the relational development between the characters in three plays by Cuban-American playwright Dolores Prida. The three plays discussed are Beautiful Señoritas (1978), Coser y cantar (1981) and Botánica (1991). Linguistic scholars recognize the lack of linguistic analysis of literary texts; specifically, codeswitching at present is not fully explored as a linguistic phenomenon in written contexts. Furthermore, Prida's works have never before been appraised using linguistic methodology. Hence, this work aims to add to scholarly research in the fields of codeswitching, discourse analysis, and literary linguistics, using the status and solidarity framework to examine the codeswitching in Dolores Prida's plays. Dolores Prida is a feminist and Hispanic dramatist whose central theme is the search for identity of Hispanic immigrants, specifically women, in the United States today. Due to her ideological stance, it is expected that a strong emphasis on solidarity rather than status and the use of affective rather than referential speech functions are present in the relationships in her plays. Accordingly, the analysis of Botánica reveals that indeed codeswitching between the characters does affect their relational development in maintaining solidarity and intimacy. However, the relationships found in Beautiful Señoritas and Coser y cantar do not offer such conclusions, due to the variable nature of the relationships identified. Further analysis of these and other literary works will more accurately determine benefits of the status and solidarity framework as applied to the codeswitching research.

APA, Harvard, Vancouver, ISO, and other styles

14

De, Klerk Vivian A. "Codeswitching, borrowing and mixing in a corpus of Xhosa English." The International Journal of Bilingual Education and Bilingualism, 2006. http://hdl.handle.net/10962/d1011582.

Full text

Abstract:

The paper analyses selected aspects of the codeswitching behaviour in a spoken corpus of the English of 326 people, all of them mother-tongue speakers of Xhosa (a local African language in South Africa), and all of whom would see themselves as Xhosa/English bilinguals. The corpus comprises approximately 550,000 transcribed words of spontaneous, relaxed, oral discourse in English between pairs of Xhosaspeaking interlocutors, discussing a wide range of topics. While the usual pattern in bilingual speech is to use the L1 as matrix language and the L2 as embedded language, in this corpus the opposite is the case, as interlocutors were interviewed in English (the L2). The corpus therefore offers a ‘mirror image’, in a sense, of normal codeswitching behaviour. Using Wordsmith (a concordancer programme), all incidences of codeswitching into Xhosa during these conversations were identified and analysed in an effort to reveal underlying patterns. Examination of the amount and nature of codeswitching in the corpus promised to throw some light on the extent to which participants are genuinely bilingual, in terms of their ability to converse comfortably in English.

APA, Harvard, Vancouver, ISO, and other styles

15

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Kämmerer, Carmen. "Codeswitching in Predigten des 15. Jahrhunderts Mittellatein-Frühneuhochdeutsch, Mittellatein-Altitalienisch/Altspanisch." Berlin Logos, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2867920&prov=M&dok_var=1&dok_ext=htm.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Pham, Hoa Thi Ngog. "Codeswitching by tertiary level teachers of business English: A Vietnamese perspective." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/991.

Full text

Abstract:

This study examines the codeswitching (CS) practice of Vietnamese teachers in content-based tertiary level Business English classes, the teachers' accounts of and their students' perceptions of this behaviour. The study found that CS did occur in the observed classes and served particular purposes. The teachers indicated their support for this practice in their teaching. The students reported overwhelmingly positive perceptions of this behaviour, although they suggested that this practice should be balanced.

APA, Harvard, Vancouver, ISO, and other styles

18

Torsten, Lemon. "Conception versus Reality : A Case Study of SFI-teachers’ Codeswitching into English." Thesis, Stockholms universitet, Engelska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182672.

Full text

Abstract:

The fact that people tend to alternate between languages for various communicative purposes seems to increasingly interest researchers all over the world. Thus, the linguistic phenomenon of codeswitching has been given more academic attention in recent years than ever before. This particular topic has also been infused by new research because of an ongoing pedagogic debate about whether languages other than the target language should be used in foreign languages classroom or not. The debate consists of two major opinions. On one side, adherents claim that use of non-target languages limits natural target language-input and therefore damages the learning process. On the other, it is argued that non-target languages may even be beneficial for the learning process since they carry many pedagogic opportunities with them otherwise gone lost. This paper aims to find out how, and to what extent, foreign language teachers at a Swedish for Immigrants-school codeswitch into English in class. Moreover, it is also of interest to investigate how they think about their own codeswitching and how their reasoning may reflect their codeswitching self-awareness. In search for answers to these questions, three teachers have been observed in class. Later, the teachers have been interviewed to reflect upon their own codeswitching. The study revealed clear differences in the teachers’ codeswitching and codeswitching-reasoning, However, similarities were also found, and that all three teachers shared the main objective to develop their students’ communicative competence. Moreover, they also proved to have a rather realistic picture their own codeswitching. Not only were they able to roughly estimate how, and how much, they each codeswitched. Their individual results also went in line with their reasoning to a high extent, suggesting that they all have a high degree of codeswitching self-awareness.

APA, Harvard, Vancouver, ISO, and other styles

19

Özdil, Erkan. "Codeswitching im zweisprachigen Handeln sprachpsychologische Aspekte verbalen Planens in türkisch-deutscher Kommunikation." Münster New York München Berlin Waxmann, 2009. http://d-nb.info/999920332/04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Mühr, Laila Ulrika, and Malin Josefine Liliequist. "Coexistencia de lenguas : spanglish y spanenska." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-14352.

Full text

Abstract:

This is a work done within the sociolinguistic field. The objective of this work was to describe Spanglish and Spanenska and how these language varieties arose. Which loanwords, code switching and calques are the most frequently used in Spanglish and in Spanenska. The aim has also been to look if there are any similarities or differences between the usage of Spanglish and Spanenska when the native language is changed into a bilingual language. If the words that are used in Spanglish have an equivalency in the words used in Spanenska. Futhermore we have described how the usage of gramatical rules, lexical and functional words are practiced, to look if there are any similarities or differences and to find out if these similarities or differences affect the usage of Spanglish or Spanenska. We have also described the three different ways: code-switching, loanwords and calques which are used in Spanglish and Spanenska.

APA, Harvard, Vancouver, ISO, and other styles

21

Bessett, Ryan Matthew, and Ryan Matthew Bessett. "The Integration of Lone English Nouns into Bilingual Sonoran Spanish." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625613.

Full text

Abstract:

Using data from Arizona, United States, the present study seeks to further our understanding of lone other language items (LOLIs) in bilingual discourse and their status as either borrowings or codeswitches by measuring the degree of incorporation that can indicate a LOLI's status as a borrowing or codeswitching. To accomplish this aim, nouns from 40 sociolinguistic interviews from 8 Spanish monolingual speakers from Sonora, Mexico, 8 English monolingual speakers from Arizona, and 24 Spanish-English bilinguals from Arizona (from Sonoran families) are compared. Codeswitching can be defined as the "juxtaposition of sentences or sentence fragments, each of which is internally consistent with the morphological and syntactic (and optionally, phonological) rules of the language of its provenance" (Poplack, 1993, p. 255). Borrowing involves the incorporation of LOLIs from a donor language incorporated into a recipient language and need to be morphologically and syntactically adapted into the recipient language (Poplack, Sankoff, and Miller, 1988; Sankoff, Poplack, and Vanniarajan, 1990). Accordingly, the key difference between codeswitching and borrowing is that borrowings are morphosyntactically incorporated into the recipient language while codeswitches are not incorporated. It is important to note that in terms of LOLIs' status, phonological integration has been discarded for being too variable and therefore not a reliable factor in discerning one-item codeswitches from borrowings (Poplack and Sankoff, 1984; Poplack, Sankoff, and Miller, 1988). In order to measure the degree of incorporation that can in turn indicate the LOLI's status as a borrowing or a codeswitch, the present study applies a sociolinguistic comparative method to loanwords, following Poplack and Meechan (1995, 1998) by comparing nouns from Spanish (recipient language), nouns from English (donor language), and LOLIs from English in Spanish discourse. Since phonology has not been applied to the method of analysis, this study also seeks to explore if phonological integration is correlated to morphosyntactic integration of determiner realization of LOLIs. The results show, in accordance to previous studies, that the LOLIs overall act morphosyntactically like patrimonial Spanish words in terms of the variables that condition determiner usage. In terms of how phonological integration interacts with morphosyntactic integration, it does seem that the two correlate. LOLIs with Spanish morphology are more morphosyntactically similar to Spanish patrimonial nouns and LOLIs with English phonology are more morphosyntactically similar to English patrimonial nouns in both overall frequencies and the factors that condition determiner usage, leading to the hypothesis that LOLIs that are integrated phonologically are established borrowings and LOLIs that are not integrated phonologically are either codeswitches or nonce borrowings. We provide further evidence for this hypothesis by examining the pauses and false starts that are present before LOLIs with Spanish versus English phonology. The results indicate that LOLIs with English phonology are more often preceded with pauses and false starts than LOLIs with Spanish phonology. The findings of this study suggest that phonological integration is a factor that should be brought back to the discussion on discerning LOLIs' status as a borrowing or a codeswitch.

APA, Harvard, Vancouver, ISO, and other styles

22

Janabi, Marrit. "Aspects of bilingual language development of Dutch children in Sydney." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25833.

Full text

Abstract:

There have been enormous changes in migration patterns across the world in the last decades (Kerswill, 2006). Where 30 years ago people lived their entire lives in the same country or even the same town, these days it is not uncommon for families to spend time abroad. Nowadays international travel is more affordable and there is growing globalisation which has led to a smaller world that is more connected through the Internet and international trade. Along with the changes in globalisation and migration patterns, one should bear in mind that migration can influence language and (bilingual) language development (Piller, 2016; Shin, 2018). However, as yet it is not well explored how living abroad influences the language skills of (temporary) migrants. The amount of exposure to a language is one of the most predictive factors for a child’s language development and literature suggests that high amounts of exposure will have a more beneficial effect on this (bilingual) language development (Gass & Selinker, 2008, Shin, 2018). The research for this thesis was conducted to explore which factors might contribute to bilingual language development in young Dutch-English speaking children in Sydney, Australia. By studying the environment of bilingual children, the project also focused on the identification of factors contributing to loss of the native language. The aims of the research project for this thesis were to determine changes in native language use in simultaneous (from birth) and sequential (after the age of 3) primary school aged bilingual Dutch/English children and to determine potential risk factors relating to native language loss or maintenance. For this thesis several research projects were conducted, each looking at different quantitative and qualitative aspects of bilingual language development and language loss. All studies in this thesis observed and described these different aspects of language development in the context of the child’s environment (such as family dynamics and how children are exposed to both languages). Study I (Chapter 3) and Study II (Chapter 4) both describe the current level of Dutch language use by bilingual Dutch speaking children, in comparison to monolingual Dutch children, and examined each child’s input and exposure to the Dutch language. Whilst Study I observes and describes the characteristics of children who are raised bilingually, Study II identified, based on a one-year follow-up, influential factors for their bilingual language development (and possible factors that contribute to any language loss). Study I examined possible differences in language ability of 84 bilingual Dutch/English children and the possible parental/demographical influence on these children’s bilingual language development. Study II was a follow up study and investigated the potential factors influencing the scores from study I to study II in 50 of the original 84 children. In-depth assessments included language assessment tools like the CELF4-NL and a standardized questionnaire (ALEQ). The first two combined studies identified that storytelling and reading books in the native language contributed significantly to children’s Dutch language (OR = 5.6; OR = 8.4 resp.). When parents/siblings primarily used the Dutch language at home, they had significantly better Dutch skills and when parents/siblings primarily used English at home, the children had better English skills. Attending Dutch classes outside of the home situation was also considered a contributing factor in the Dutch language development. Study III (Chapter 5) focused on children within the same family and looked at possible differences of native language use between the family members and its influence on the child’s Dutch language. To determine if family dynamics would have an influence on maintaining the Dutch native language, this study investigated bilingual Dutch/English speaking children from 40 families to determine internal and external factors within the family by an in depth analysis of family dynamics using the ALEQ and ALDeQ questionnaires from Study I and II. Children who speak primarily Dutch at home, had higher CELF4-NL scores and when another language is spoken by children towards their parents or siblings, the children's scores were under the norm of 85. Parent satisfaction was also related to CELF4-NL scores: the more satisfied the parents are with the Dutch language skills of their children, the higher the children score on the CELF4-NL. No differences were found between CELF4-NL scores and Dutch activity exposure. Finally, Study IV (Chapter 6) investigated whether the use of English words within Dutch utterances (i.e. codeswitching) is correlated with language loss of the native language. This study also investigated whether other external influences would affect the amount of codeswitching used by the included children. In this in-depth study, the use of English codeswitching words in Dutch conversation and its impact on language development was explored with the help of specifically designed interviews and prompting boards. All 50 participating children came from Dutch families where the language spoken at home was Dutch. No significant difference in the frequency of codeswitching per age group was found. However, a significant difference in the frequency of codeswitching has been identified per topic of conversation, where discussing a topic related to the native language will lead to a significant decrease of codeswitching. This study also identified that of all English words used in Dutch conversations, for approximately half of the words (46%) this was because the child did not know the correct word in their native language. The fact that a child uses codeswitching because its vocabulary does not contain the target word, provides a more theoretical and new rationale for why bilingual children codeswitch. In conclusion, this thesis and the described research projects have primarily focused on language development and possible language loss of the Dutch native language in bilingual Dutch/English children in Sydney, Australia. Overall, the amount of exposure was found to be crucial in maintaining the native language. These findings support previous research. This thesis highlights that, to maintain the native language, preferably the language spoken at home by both caregivers and siblings should be Dutch. Additionally, reading books contributes significantly to positive language development and preservation of the native (Dutch) language. The external influence of language education could also contribute to improvement of the native language development. Codeswitching occurs in all age groups and is topic related. Due to children not being able to translate the majority of used codeswitching words, there might be a trend towards language loss. These findings will contribute to the growing literature and knowledge of bilingual language development and hopefully will contribute to a better preservation of the native language in bilingual children.

APA, Harvard, Vancouver, ISO, and other styles

23

Zhou, Xiaozhou. "Behind classroom codeswitching : culture, curriculum and identity in a Chinese university English department." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/51592/.

Full text

Abstract:

This is an exploratory mixed methods case study which investigates a number of critical issues regarding the teaching and learning of an English Language and Literature Department (henceforth the ELLD) in a Chinese university, including curriculum development, content-based instruction, and teachers’ cultural, professional and disciplinary identities etc. It originally aimed to examine three university teachers’ codeswitching behaviours. Classroom observation, interview and stimulated recall were employed to collect data for the Phase I of the study. However, analysis of codeswitching categories identified a predominance of extended expositions of Western and Chinese literature, culture and philosophy etc., which prompted the follow-up interviews (Phase II) further exploring the relevant issues concerning the disciplinary construction of ELLD in China. Findings from follow-up interviews suggested that teachers’ classroom practice was influenced by their cultural, professional and disciplinary identities. It also became clear that in the ELLD context, approaching literature, culture and philosophy from both the Chinese and Western perspectives reflected a cross-cultural view of the content-based teaching for the teachers. Moreover it highlighted the current lack of courses on liberal arts and excessive emphasis on English language skills in the national curriculum for the English majors. This study reveals a fundamental problem of the development of the ELLD in Chinese universities. It is suggested that awareness should be raised of target language use in both skills-based and content-based courses in the EFL context in China. In addition, it recommends further research to explore ways in which the national curriculum might be reformed to reflect the humanities characteristics of ELLD and universities should be given more space and freedom to address their specific requirements within the national curriculum.

APA, Harvard, Vancouver, ISO, and other styles

24

Tian, Lili. "Teacher Codeswitching in a communicative EFL context : Measuring the effects on vocabulary learning." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517033.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Nzwanga, Mazemba Anatole. "A study of French-English codeswitching in a foreign language college teaching environment." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248378598.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Haust, Delia. "Codeswitching in Gambia : eine soziolinguistische Untersuchung von Mandinka, Wolof und English in Kontakt /." Köln : Rüdiger Köppe, 1995. http://catalogue.bnf.fr/ark:/12148/cb37625005q.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

STEPHENS, DEBORAH ANNE. "LINGUISTIC ASPECTS OF CODESWITCHING AMONG SPANISH/ENGLISH BILINGUAL CHILDREN (SOCIOLINGUISTICS, PSYCHOLINGUISTICS, APPLIED LINGUISTICS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188166.

Full text

Abstract:

Codeswitching between languages is a uniquely bilingual mode of communication. The purpose of this dissertation is to enhance the current body of knowledge dealing with the phenomenon by analysing samples of speech produced by twenty-six Spanish/English bilingual children ranging in age from eight to twelve. Methods of analysis include theoretical linguistics, sociolinguistics, psycholinguistics, and educational linguistics. A discussion of relevant codeswitching research covering the past thirty years is presented. The data were collected during a reading study focusing on miscue analysis. The children read stories in English and retold them in both Spanish and English. The analysis considers the data from the four previously mentioned points of view. The linguistic analysis looks at the locations of switched constituents within the sentence and the frequency with which those constituents are switched. The data of this study are compared with that of other researchers, and a consideration of a formal grammar of codeswitching is presented. The sociolinguistic analysis addresses the effect of social and stylistic variables on codeswitching. The psycholinguistic analysis of codeswitching covers lexical storage, editing phenomena, and developmental aspects. Finally, some aspects of the education of bilinguals are considered by analysing the effect of the printed word on language switching and dialect shifting . The application of the results of the analysis to both theoretical issues and practical concerns is explored along with suggested areas for future research. The analyses show that young children's codeswitching initially favors less complex structures and is influenced by few social variables. As they grow older, they become more comfortable with switching grammatically complex structures, and they become aware of a greater variety of social factors. A separate grammar is not necessary for a complete description of codeswitching; a modified interdependance model of the two grammars can account for the codeswitching mode. Lastly, the written language becomes part of the speech situation in the classroom and affects the choice of language or dialect spoken.

APA, Harvard, Vancouver, ISO, and other styles

28

Corcoll, López Cristina. "Translanguaging in the Additional Language Classroom: Pedagogically-Based Codeswitching in a Primary Education Context." Doctoral thesis, Universitat Ramon Llull, 2013. http://hdl.handle.net/10803/108963.

Full text

Abstract:

Aquesta tesi vol donar una resposta a la necessitat vigent de trobar una manera coherent i didàcticament sòlida d’introduir les llengües maternes de l’alumnat a l’ensenyament de la llengua addicional a l’escola d’educació primària. Després d’un llarg període en què es considerava que aquesta era una pràctica que no afavoria l’aprenentatge, la recerca i la pràctica docent comencen a donar respostes diferents i, en l’actualitat, s’accepta de manera més àmplia que la introducció d’altres llengües a l’aula pot enriquir el procés d’ensenyament-aprenentatge. De tota manera, cal que la introducció de la llengua materna respongui a criteris didàctics i no sigui producte d’una decisió espontània o poc coherent. Això és el pretén el model ofert per l’alternança de llengües amb base pedagògica, segons el qual es dissenyen activitats de llengua que permeten que els infants estableixin connexions entre les diverses llengües que coneixen (en el context d’estudi de la tesi, es tracta del català, el castellà i l’anglès) i s’iniciïn en la pràctica de l’alternança de llengües (que és un recurs comunicatiu propi del discurs plurilingüe) d’una manera molt guiada. El resultat de la recerca és que, d’una banda, el ritme d’aprenentatge d’anglès es manté i, de l’altra, s’afegeixen altres elements positius a aquest procés, com ara el desenvolupament d’una consciència lingüística. Tot plegat ajuda a promoure la competència plurilingüe i pluricultural d’uns infants que, ara ja, viuen en un món també plurilingüe i pluricultural.
Esta tesis quiere dar respuesta a la necesidad vigente de encontrar una forma coherente y didácticamente sólida de introducir las lenguas maternas del alumnado en la enseñanza de la lengua adicional en la escuela de educación primaria. Tras un largo período durante el cual se consideraba que ésta era una práctica que no favorecía el aprendizaje, la investigación y la práctica docente empiezan a dar respuestas distintas y, en la actualidad, se acepta de manera más mayoritaria que la introducción de otras lenguas en el aula puede enriquicer el proceso de enseñanza y aprendizaje. En cualquier caso, es necesario que la introducción de la lengua materna responda a criterios didácticos y no sea el producto de una decisión espontánea o poco coherente. Esto es lo que pretende el modelo ofrecido por la alternancia de lenguas con base pedagógica, según el cual se diseñan actividades de lenguas que permiten que los alumnos establezcan conexiones entre las distintas lenguas que conocen (en el contexto de estudio de la tesis, se trata del catalán, el castellano y el inglés) y se inicien en la práctica de la alternancia de lenguas (que es un recurso comunicativo propio del discurso plurilingüe) de una manera muy guiada. El resultado de la investigación es que, por un lado, el ritmo de aprendizaje del inglés se mantiene y, por el otro, se añaden otros elementos positivos a este proceso, como es el desarrollo de una conciencia lingüística. Todo ello ayuda a promover la competencia plurilingüe y plurilicultural de unos niños y niñas que, en estos momentos, ya viven en un mundo que es también plurilingüe y pluricultural.
The aim of this thesis is to offer an answer to the pressing need to find a coherent and sound way to introduce students’ mother tongues in additional language teaching in the primary education school. After a long period of time when this was seen as a teaching practice that did not favour learning, research and teaching practice have begun to offer different answers and, at present, the introduction of other languages in the classroom is more widely accepted as a way of enriching the teaching and learning process. However, the introduction of the mother tongue needs to respond to pedagogic criteria and must not be the result of a spontaneous or not very coherent decision. This is what the model offered by pedagogically-based codeswitching pretends, as it is based on designing language activities that allow the students to establish connections among the different languages they know (in the context of the study for the thesis, these are Catalan, Spanish and English) and to begin using codeswitching (which is a communicative resource typical of plurilingual speech) in a very guided way. The result of the research is that, on the one hand, the English learning pace is kept and, on the other, futher positive aspects are added to this process, such as the development of language awareness. All of this helps promote the plurilingual and pluricultural competence of children who are already living in a plurilingual and pluricultural world.

APA, Harvard, Vancouver, ISO, and other styles

29

Greer, Timothy S. "Accomplishing identity in bilingual interaction: codeswitching practices among a group of multiethnic Japanese teenagers." University of Southern Queensland, Faculty of Education, 2007. http://eprints.usq.edu.au/archive/00003592/.

Full text

Abstract:

[Abstract]: The number of so-called ‘half-Japanese’ children (haafu) has been increasing in Japan over the last twenty years, and one place in which such multiethnic people exist in community is in the international school system. Although international schools typically deliver their curricula in English, most multiethnic students are equally familiar with the dominant Japanese culture and language, and can alternate between English and Japanese to accomplish discourse functions and express their hybrid identities. However, little research has been conducted into the bilingual interactional practices that multiethnic Japanese people use to accomplish aspects of their identity in mundane conversation.In conjunction with ethnographic observations and focus group discussions, this study adopts a conversational analytic (CA) approach to investigate some of these interactional practices. Specifically, the investigation draws on video-recorded data of the participants’ speech in naturally occurring conversations to explore the role of codeswitching in co-constructing aspects of identity in interaction with others.The study draws on Membership Categorization Analysis to examine the participants’ use of competency-related category bound activities to index identity in mundane talk, and Conversation Analysis to explore the role of discursive and situated identities in indexing transportable identities like ‘multiethnic Japanese’ in bilingual interaction. The investigation found several bilingual practices that index identity in multi-party talk, including the use of forward-oriented self-repair in bilingual word search sequences and backwards-oriented repair to design a translation in bilingual multi-party talk for a known non-native (or novice) speaker. In combination with embodied practices such as gaze shift, these bilingual practices worked by altering the participant constellation to partition recipients based on their perceived language preference.Throughout the study, mundane talk is seen as a key site in which multiethnic identity is made visible and co-accomplished by the participants.

APA, Harvard, Vancouver, ISO, and other styles

30

Yeshe, Kalsang. "Chinese codeswitching in modern lhasa tibetan : A motive-driven linguistic behaviour of lhasa tibetans." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517068.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Saeed, Aziz T. "The pragmatics of codeswitching from Fusha Arabic to Aammiyyah Arabic in religious-oriented discourse." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063206.

Full text

Abstract:

This study investigated the pragmatics of codeswitching from FuSHa Arabic, the high variety of Arabic (FA), to Aammiyyah Arabic, the low variety or vernacular (AmA), in the most formal type of discourse, namely religious-oriented discourse.The study posited the following five hypotheses:1) CS occurs with considerable frequency in religious discourse; 2) these switches are communicatively purposeful; 3) frequency of CS is related to the linguistic make-up of the audience addressed, 4) to the AmA of the speaker, and 5) to the section of the discourse delivered.To carry out the investigation, the researcher analyzed 18 audio and videotapes of religious discourse, delivered by 13 Arabic religious scholars from different Arab countries. Ten of these tapes were used exclusively to show that CS occurs in religious discourse. The other eight tapes were used to investigate the other hypotheses. The eight tapes involved presentations by three of the most famous religious scholars (from Egypt, Kuwait, and Yemen) delivered 1) within their home countries and 2) outside their home countries.Three of the five hypotheses were supported. It was found that: CS from FA to AmA occurred in religious discourse with considerable frequency; these switches served pragmatic purposes; and the frequency of the switches higher in the question/answer sections than in the lecture sections.Analysis showed that codeswitches fell into three categories: iconic/rhetorical, structural, and other. The switches served numerous communicative functions, some of which resemble the functions found in CS in conversational discourse.One finding was the relationship between the content of the message and the attitude of the speaker toward or its source. Generally, what the speakers perceived as [+positive] was expressed by the H code, and whatever they perceived as [-positive] was expressed by the L code. Scrutiny of this exploitation of the two codes indicated that FA tended to be utilized as a means of upgrading, whereas AmA was used as a means of downgrading.
Department of English

APA, Harvard, Vancouver, ISO, and other styles

32

Terveen, Insa Christine. "Frequency and function of codeswitching among German-English bilingual preschool children in Cape Town." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85602.

Full text

Abstract:

Thesis (MA)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The study reported on in this thesis focuses on six English-German bilingual preschool children in Cape Town. The thesis is interested in understanding the relation between codeswitching (the frequency, type and function thereof) in bilingual children and the duration of exposure that they have had to each of their languages. During the course of my training as a teacher, I have noticed differences in the codeswitching behaviour of different bilingual children. Most children seemed to switch between their two languages effortlessly. However, some children seemed to switch between codes more often than others, which may be a consequence of the duration of language exposure. It is therefore possible that bilingual children with different language backgrounds show differences in the frequency, type and function of their codeswitching behaviour. This thesis aims to investigate (i) the amount of codeswitching that is employed by bilingual children with different language backgrounds, (ii) the type of codeswitching that bilingual children employ and (iii) the function of the use of codeswitching by these children. The participants of the study were 5- and 6-year-olds who attend the German preschool in Cape Town, which is a predominantly German-speaking institution. Children who attend the school have a range of different proficiency levels in German and in English; they have acquired the two languages either simultaneously or successively. The language background, namely the duration of language exposure to both languages, was analysed with the help of parental questionnaires. In addition, the children themselves were asked to visually represent a biographic image of their language proficiency and their language preferences by colouring in a basic outline of a human body. By means of this analysis, the participants were categorised according to their type of bilingual acquisition and the input they receive at home and in other environments. In order to investigate whether children of different language types show differences in the frequency, type and function of their codeswitching behaviour, codeswitching behaviour in both formal and informal settings were audio recorded. The recordings were transcribed and annotated for frequency of switches. All instances of codeswitching found in the data were then classified based on the differentiation between intersentential codeswitching and intrasentential (including intraword) codeswitching. The qualitative analysis of the data was carried out in terms of Poplack‟s (1980) grammatical constraints. The codeswitches that were found in the data were further analysed according to the function of their use. The findings of the analysis were then categorised in relation to the type of bilingual exposure of the individual participants. The results have shown that there is indeed a difference in the codeswitching behaviour of children with different language backgrounds. Participants who have had less German input switched more often to their dominant language, namely English, than participants who have been exposed to equal input in both languages or those who speak German as mother tongue. Data analysis further showed that successive bilinguals not only switch more frequently but also make use of codeswitching (rather than other discourse strategies) in order to fill lexical gaps.
AFRIKAANSE OPSOMMING: Die studie waaroor daar in hierdie tesis verslag gelewer word, fokus op ses Engels-Duits tweetalige voorskoolse kinders in Kaapstad. In die tesis wou daar vasgestel word wat die verhouding is tussen kodewisseling (die frekwensie, tipe en funksie daarvan) in tweetalige kinders en die duur van die blootstelling wat hulle aan elk van hulle tale gehad het. Tydens my onderwysopleiding het ek opgelet dat daar verskille bestaan in die kodewisselingsgedrag van verskillende tweetalige kinders. Die meeste kinders blyk moeiteloos tussen hul twee tale te wissel. Sommige kinders blyk egter meer dikwels as ander tussen die tale te wissel, wat „n gevolg mag wees van die duur van taalblootstelling. Dit is daarom moontlik dat tweetalige kinders van verskillende taalagtergronde verskille toon in die frekwensie, tipe en funksie van hul kodewisselingsgedrag. Die doel van die tesis was om die volgende te ondersoek: (i) die hoeveelheid kodewisseling wat deur tweetalige kinders van verskillende taalagtergronde gebruik word, (ii) die tipe kodewisseling waarvan deelnemers gebruik maak, en (iii) die funksie van die gebruik van kodewisseling deur hierdie kinders. Die deelnemers aan die studie was 5- en 6-jariges wat 'n Duitse kleuterskool in Kaapstad bygewoon het. Die skool is 'n oorwegend Duitssprekende instelling. Kinders wat die skool bywoon, toon 'n wye reeks vaardigheidsvlakke in Duits en in Engels; hulle het die twee tale óf gelyktydig óf opeenvolgend verwerf. Die taalagtergrond, naamlik die duur van blootstelling aan beide tale, is met behulp van 'n ouervraelys geanaliseer. Die kinders self is gevra om 'n biografiese beeld van hulle taalvaardighede en taalvoorkeure visueel voor te stel deur die buitelyne van 'n menslike liggaam in te kleur. Deur hierdie analise is deelnemers geklassifiseer volgens die tipe tweetalige verwerwing en die toevoer wat hulle tuis en in ander omgewings ontvang het. Om vas te stel of kinders van verskillende taalverwerwingstipes verskille toon in die frekwensie, tipe en funksie van hul kodewisselingsgedrag, is daar klankopnames gemaak van kodewisselingsgedrag in beide formele en informele situasies. Die opnames is getranskribeer en geannoteer vir frekwensie van wisselings. Alle gevalle van kodewisseling wat in die data aangetref is, is dan geklassifiseer op grond van die onderskeid tussen intersentensiële kodewisseling en intrasentensiële (en intrawoord-) kodewisseling. Die kwalitatiewe analise van die data is uitgevoer in terme van Poplack (1980) se grammatikale beperkinge. Die kodewisselings wat in die data gevind is, is verder geanaliseer volgens die funksie van hul gebruik. Die bevindinge van die analise is toe vergelyk met die tipe tweetalige blootstelling van die individuele deelnemers. Die resultate het getoon dat daar inderdaad 'n verskil in die kodewisselingsgedrag van kinders met verskillende taalblootstellingsagtergronde is. Deelnemers wat minder Duitse toevoer gehad het, het meer dikwels na hul dominante taal (naamlik Engels) gewissel as deelnemers wat ewe veel blootstelling aan albei tale ontvang het of Duits as moedertaal praat. Data-analise het verder aangetoon dat opeenvolgende tweetaliges nie net meer dikwels kodewissel nie maar ook gebruik maak van kodewisseling (eerder as van 'n ander diskoersstrategie) om leksikale gapings te vul.

APA, Harvard, Vancouver, ISO, and other styles

33

Pierson, Sofia Gottlieb. "Codeswitching in Hiaki Conversational Discourse: An Evaluation of Myers-Scotton's Matrix Language Frame Model." Oberlin College Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin149570804750898.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Bowers, Diane Lesley. "Grammatical constraints and motivations for English/Afrikaans codeswitching: evidence from a local radio talk show." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7082_1190370125.

Full text

Abstract:

The study investigated the practice of codeswitching within the Cape Flats speech community of Cape Town. Members of this speech community have always been exposed to both English and Afrikaans in formal as well as informal contexts. Due to constant exposure to both languages, as well as historical and political experiences, members of the speech community have come to utilize both languages within a single conversation and even within a single utterance. Codeswitching is an integral part of the community's speech behaviour. The main purpose of this research was to uncover and analyze the motivations behind codeswitching in the bilingual communities of Cape Town, while also providing a strong argument that codeswitching patterns evident in their speech do not always correspond completely with linguistic constraints that are regarded as 'universal'.

APA, Harvard, Vancouver, ISO, and other styles

35

Wang, Sung Lan. "Evaluating competing models of codeswitching with reference to Mandarin/Tsou and Mandarin/Southern Min data." Thesis, Bangor University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438821.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Bhatch, Michael Shakib. "Imagining multilingual spaces through scripted 'codeswitching' in multilingual performance: a case study of '7de Laan'." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6224_1360931285.

Full text

Abstract:

This thesis examines how multilingual spaces in South Africa are imagined and reconstructed through the use of scripted codeswitching in 7de Laan. It explores how the socio-political discourses and other ideologies from the broader South African context shape and influence the ways in which the soap reconstructs multilingual spaces and the identities that exist within these spaces through language and language practices. In the literature presented in this study I explore various theories and case studies that examine Afrikaans and its indexicality in our
contemporary society, the conventions of soap opera in representing &lsquo
reality&rsquo
to society, the role of codeswitching in multilingual mass communication, the policies and ideologies that govern post apartheid television and finally the link between ideology, the media, language and imagined identities.. These five overarching themes often overlap throughout this thesis. My investigation of the main questions set in this thesis is based on a triangulated analysis of (a) a five episode transcript of the soap, (b) solicited viewer perceptions gleaned from questionnaires and (c) unsolicited social media commentaries. This analysis is framed by a poststructuralist critical analysis with a specific focus on how social practices and contemporary ideologies manifest in the discourse of the soap. This approach views discourse as the juncture where identity, stereotypes and power are negotiated, enforced, imagined and challenged. In this thesis I argue that the conspicuous absence of indigenous African languages and the use of standard white Afrikaans as the lingua franca in the soap creates an unrealistic utopian portrayal of the new South Africa that naturalises white Afrikaans culture and marginalises other indigenous cultures and languages. I argue that the soap puts middle class white Afrikaners at the epicentre of South African society thus enforcing the idea that non-whites still need to conform to white Afrikaans standards and norms at the expense of their own culture and languages despite the inception of democracy. The soap offers no depictions of resistance to this dominant white Afrikaans culture, thus misleadingly portraying it as the uncontested dominant culture of the new South Africa.

APA, Harvard, Vancouver, ISO, and other styles

37

Bailey, Ainsworth Anthony. "Codeswitching in the Foreign Language Classroom: Students' Attitudes and Perceptions and the Factors Impacting Them." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321478462.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Harris, Keitra E. "Exploring advertising campaigns and bilingual consumers studying the effects of codeswitching and the accommodation theory /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024651.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Dussias, Paola Eulalia 1962. "Switching at no cost: Exploring Spanish-English codeswitching using the response-contingent sentence matching task." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282384.

Full text

Abstract:

The Functional Head Constraint (Belazi, Rubin and Toribio, 1994) states that codeswitching is not allowed between a functional head and its complement. This predicts that switches between determiners and noun phrase complements, complementizers and inflected clausal (IP) complements, and auxiliaries and verb phrase complements should be ungrammatical. Conversely, the proposed constraint predicts that verb-complement and preposition-complement switches should be grammatical. This study tested four of these five predictions, using codeswitched Spanish/English sentences which met or violated the Functional Head Constraint. The subjects were Spanish-English bilinguals who had learned both languages before the age of six and who use both languages in their daily lives. Data were collected using the Response-Contingent Matching Task (Stevenson, 1992). Subjects read a sentence displayed on a computer screen and press a button when the reading is completed. They then read a second sentence aligned below the first one and press one of two buttons to indicate whether the two sentences on the screen are the SAME or DIFFERENT. Grammaticality of the codeswitch was established by comparing reading times on all SAME sentences. The sentences that violated the Functional Head Constraint were expected to receive significantly longer reading times than the sentences which comply with the constraint. The results obtained do not support the predictions made by the Functional Head Constraint, but do confirm the validity of the task procedure. The findings are compared with naturalistic data and are interpreted using the Minimalist Theory of Chomsky (1991 and 1992).

APA, Harvard, Vancouver, ISO, and other styles

40

Fuller, Medina Nicté. "Language Mixing in Northern and Western Belize: A Comparative Variationist Approach." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35309.

Full text

Abstract:

This thesis examines the bilingual discourse of a cohort of Belizean Spanish speakers who engage in robust language mixing between Spanish, English and to a lesser extent Belize Kriol, an English-lexified creole. The speakers selected for the current study have been identified as the “highest language mixers” in a corpus of 51 interviews conducted in northern and western Belize, areas which have been classified as two distinct dialect regions (Cardona Ramírez 2010; Hagerty 1979). While an abundance of research exists on Spanish-English bilingualism in the U.S. (e.g. Torres Cacoullos and Travis 2014; Silva Corvalán 1994; Roca and Lipksi 1993) there is less research on non-U.S. varieties of Spanish in contact with English, in particular, Belizean varieties of Spanish. Thus, by appealing to the comparative variationist framework (Poplack and Tagliamonte 2001), the major aims of the study are: (i) to describe the major patterns of use among those speakers of Belizean varieties of Spanish who engage in language mixing and, (ii) to determine the status of the single and multiword English-origin fragments which comprise the majority of non-native material in Spanish discourse. In determining the status of the English-origin material with regard to borrowing and code-switching, not only are the specific linguistic mechanisms used by these speakers elucidated, but insights are gained as to whether code-switching and borrowing are distinct linguistic phenomena. Diagnostics of subject position and gender and number agreement on English-origin nouns and verbal morphology and variable clitic placement for English-origin verbs revealed both these categories to pattern with Spanish suggesting that they are borrowings. The remaining one-third of the data, comprised of multiword fragments, consisted primarily of intrasentential and intersentential code-switching and a large category of multiword fragments which initially appeared to be neither code-switches nor borrowings. A comparative quantitative analysis revealed these items to be integrated into Spanish suggesting that they may be treated as single units of meaning. Results, for the most part, are consonant with the literature on bilingual speech. Data consists mainly of lexical borrowing (Thomason 2001; Pfaff 1979; Berk-Seligson 1986), specifically nouns, the most borrowed category cross-linguistically (Muysken 2000; Poplack et al. 1988). Speakers engage in “skilled” or equivalence intrasentential code-switching consistent with other Spanish-English data (Poplack 1980). In addition, only those speakers who reported being equally dominant in the respective languages exhibited robust intrasentential code-switching, thus, concurring with the prevailing assertion that code-switching is the domain of fluent bilinguals (Bullock and Toribio 2012; Lipski 1985; Poplack 1980). Some distinctive features of the language mixing employed by these speakers include the frequent and productive use of bilingual compound verbs (BCV) and a near categorical preference for BCVs as the mechanism for borrowing English-origin verbs. With regard to Spanish determiner marking on English-origin nouns, the masculine default is used almost exclusively, unlike the variability reported elsewhere (Dubord 2004; Smead 2000). By analyzing data from both dialect regions of Belize, this study provides insight both into the global picture of language mixing practices in Belize as well as regional patterns insofar as they are instantiated by the cohort analyzed.

APA, Harvard, Vancouver, ISO, and other styles

41

Osborne, Dana. "Negotiating the Hierarchy of Languages in Ilocandia: The Social and Cognitive Implications of Massive Multilingualism in the Philippines." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556859.

Full text

Abstract:

After nearly 400 years of colonial occupation by Spain, the Philippine Islands were signed over to the United States in the 1898 Treaty of Paris along with other Spanish colonies, Guam and Puerto Rico. The American acquisition of the Philippine archipelago marked the beginning of rapid linguistic, social and political transformations that have been at the center of life in the Philippines for the last century, characterized by massive swings in national language policy, the structuration of the modern educational system, political reorganizations and increased involvement in the global economy. The rapid expansion of "education-for-all" during the American Period (1898-1946) set the foundation for the role of education in daily life and created a nation of multilinguals - contemporarily, most people speak, at the very least, functional English and Filipino (official and national languages, respectively) in conjunction with their L1 (mother tongue), of which there are an estimated 170 living varieties throughout the island array. This study focuses on the minority language of Ilocano, a branch of the Malayo-Polynesian (Austronesian) language family and is the third largest minority language spoken in the Philippines with over 9 million speakers spread throughout the islands, having a strong literary tradition and a clearly defined ethnolinguistic homeland in the northernmost region of the island of Luzon. The articles contained in this dissertation variously investigate the linguistic, social, and ideological implications of the last century of contact and colonization among speakers of Ilocano and seek to understand why (and how), in light of colonization, missionization, Americanization, and globalization, minority languages like Ilocano have remained robust. Taken together, these analyses shed light on the dynamic interplay between linguistic, social, and ideological processes as they shape contemporary language practices found among Ilocano speakers negotiating the terms of their local and national participation in a continually shifting social, political, and linguistic landscape.

APA, Harvard, Vancouver, ISO, and other styles

42

Eze, Bethrand Ejike. "Aspects of language contact: A variationist perspective on codeswitching and borrowing in Igbo-English bilingual discourse." Thesis, University of Ottawa (Canada), 1997. http://hdl.handle.net/10393/10228.

Full text

Abstract:

This study is based on empirical data collected from bilingual speakers of Igbo (a Kwa language) and English, in an environment propitious to the use of both languages. The study examines two of the most widely discussed constraints on CS namely, Free Morpheme Constraint and Equivalence Constraint (Poplack 1980). The controversy surrounding these and other constraints on CS arise primarily from the problems of drawing a clear distinction between CS and borrowing. Distinguishing between these language contact phenomena has been particularly difficult with singly-occurring lexical items from one language incorporated into the discourse otherwise of the other. Our investigation begins by determining the status of lone English-origin items incorporated into otherwise Igbo discourse. In order to determine whether these are CS or borrowings, we use the principles of variation theory to make a detailed assessment of the behavior of these forms in the context of the entire bilingual system. Our method entails a systematic comparison of the lone items with: (a) unmixed stretches of Igbo; (b) unmixed stretches of English and (c) multiword fragments of English (unambiguous CS) juxtaposed to Igbo. Since CS items are qualitatively and quantitatively similar to their counterparts in the language which lexified them, while borrowings assume the behavior of their counterparts in the recipient language, our method effectively disambiguates the contentious lone English-origin items by comparing their patterns of behavior with respect to predetermined diagnostics, vis-a-vis their counterparts in the unmixed stretches of the two languages as well as unambiguous CS. If the lone English-origin items patterned like their counterparts in unmixed stretches of English and unambiguous CS, they would be classified as CS. If, on the other hand, they patterned like their counterparts in unmixed stretches of Igbo, there would be no doubt that they are borrowings into Igbo. As expected, our results produced conclusive evidence that these lone English-origin items are borrowings into Igbo. In all the examined criteria namely, vowel harmony and affixation, the lone English-origin verbs patterned like their counterparts in unmixed stretches of Igbo, but differed from unmixed English and unambiguous CS. The English-origin nouns on their part also behaved like their counterpart in unmixed stretches of English in such areas as determiner usage, the use of generic reference, the linear structure of NPs. The lone English-origin adjectives were incorporated into Igbo as adjectival nouns, the most productive adjectival category in Igbo. These lone English origin adjectives followed the copula di (BE) in the same proportion as their counterparts in unmixed Igbo. Once the borrowed items have been identified and separated from the bona fide CS, we found that, with very few exceptions, the switches between Igbo and English occurred at points where the structures of the two languages are linearly analogous. Thus, Igbo-English CS is constrained under equivalence. (Abstract shortened by UMI.)

APA, Harvard, Vancouver, ISO, and other styles

43

Eze, Ejike. "Aspects of language contact, a variationist perspective on codeswitching and borrowing in Igbo-English bilingual discourse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ28339.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Axelsson, Sofia, and Marita Orevi-Lindh. ""Nu är det det kommunikativa som gäller" : En studie om det muntliga användandet av engelska och svenska hos två engelsklärare." Thesis, University of Gävle, Department of Education and Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-3388.

Full text

Abstract:

Världen idag blir mer och mer globaliserad och förmågan att kunna kommunicera på engelska efterfrågas i hög grad. Samhällets utveckling sätter även sin prägel på skolan där den muntliga kommunikationen betonas inom språkundervisningen idag.

Syftet med denna studie är att undersöka hur två engelsklärare på gymnasiet använder engelska i klassrummet. Undersökningen har granskat i vilken utsträckning lärarna använder sig muntligen av målspråket i sin engelskundervisning och deras förhållningssätt till sitt eget användande av engelska respektive svenska har studerats. Tidigare studier från det engelska klassrummet har visat att ju mer läraren talar engelska desto mer talar även eleverna engelska (Zilm refererad i Tornberg, 2005).

Målet har varit att dels studera i hur stor utsträckning de två lärarna talar engelska respektive svenska på lektionen men även att undersöka bakomliggande syften och motiv till språkvalet hos deltagarna. Då önskan har varit att studera både teori och praktik hos lärarna har observation och intervju lämpat sig bra som val av metod. De båda deltagarna har observerats under vardera tre engelsklektioner för att sedan bli intervjuade. På så sätt har bruket av språkval studerats och sedan följts upp av frågor kring lärarnas motiv för val av språk i engelskundervisningen.

Studien visar att en av lärarna utgick ifrån en tydlig undervisningsteori där ett av målen var att skapa en engelsk zon i klassrummet där engelskan skulle användas i så stor utsträckning som möjligt. Den andra deltagaren av studien hade inte en lika utpräglad teori för sin undervisning utan grundade den mer på ”sunt förnuft” och ”erfarenhet”. Resultatet av studien visade att den lärare som hade en uttalad teori bakom sin undervisning, talade engelska i betydligt större utsträckning än den som inte hade det. Det visade sig att eleverna också talade engelska i större utsträckning i detta klassrum, än hos den andra läraren.

APA, Harvard, Vancouver, ISO, and other styles

45

Nangu, Bongiwe B. "Teaching in English and Isixhosa: code-switching in grade 11 Biology classes at a school in Khayelitsha." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7339_1242696871.

Full text

Abstract:

This study explored the use of code-switching in Biology classes at high school level, how it is used in the teaching and learning situation and its effect on the learners' performance in the subject. Grade 11 was chosen as it precedes the last year at high school.

APA, Harvard, Vancouver, ISO, and other styles

46

Fernandez, Gustavo Javier. "A Structural and Functional Analysis of Codeswitching in Mi Vida Gitana `My Gypsy Life,' a Bilingual Play." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/397.

Full text

Abstract:

The present study analyzed the language in the script of the bilingual play Mi Vida Gitana `My Gypsy Life' (Malán, 2006) in order to better understand issues relating to codeswitching (CS). The analysis was done from a structural and a functional perspective and utilized various models developed by renowned CS scholars. For the structural analysis, I utilized concepts and ideas put forth in the three-tiered typology created by Muysken (2000) and the Matrix Language Frame model developed by Myers-Scotton (1993). The results of this portion of the study showed that some form of CS, whether occurring between turns or within turns, was observed in 78% of all turns. With regard to CS types and elements most commonly observed in the data, the alternation of clauses and the insertion and alternation of nouns and noun phrases were the predominant phenomena occurring in the script. I used Myers-Scotton's (1993) Markedness Model and Gumperz's (1982) functions of conversational CS to guide the functional analysis conducted during this study. The results arising from this portion of the analysis showed that CS served an important function in terms of character development. Marked and unmarked CS helped create different characters and likely assisted audiences in understanding those characters. The data analyzed also showed that CS served a purpose with regard to the communication of the message to diverse audiences. The use of reiterations and conjunctions were determined to be important CS strategies that contributed to making the story accessible to bilingual as well as monolingual audiences. The results of this study are in line with previous research that has documented the types of structures found in English-Spanish CS and some of the functions served by this phenomenon. The implications of the study provide additional support for the recognition of CS as a possible factor in the language acquisition process and suggest that language educators acknowledge its occurrence and utilize it to further develop learners' language skills.

APA, Harvard, Vancouver, ISO, and other styles

47

Havermeier, H?eike [Verfasser]. "Codeswitching als Mehrsprachigkeitspraxis in der universitären Kommunikation : Eine Untersuchung am Beispiel von Germanisten in Schweden / H?eike Havermeier." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2020. http://d-nb.info/120945162X/34.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

von, Witt Nathalia. "Codeswitching online: a case study of a bilingual online maths programme for grade 7 learners in Diepsloot, Johannesburg." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/3983.

Full text

Abstract:

There is an education crisis in South Africa. Mathematics and literacy are at the forefront of the problem, as particularly evidenced by Annual National Assessment results (Department of Basic Education, 2014; Spaull, 2014). This research is motivated by the unequal access to quality learning which stems from learners learning through a poorly-understood second language with little to no cognitive academic language proficiency. The vast majority of South African learners learn through their second language, English, from Grade 4 onwards. English is the language of South Africa’s political economy and is a global lingua franca; however, the understanding of concepts and content learnt at school is vital if one is to have any hope of putting one’s English to good use. This research aimed to find a way to equip learners both with English proficiency and mathematical understanding simultaneously. This was done by implementing and evaluating an experimental bilingual course in an existing mathematics programme in the township of Diepsloot in Johannesburg, South Africa. This research used design-based research methodology, using both qualitative and quantitative research methods. This methodology was chosen as it allows theory and practice to intersect in a real-life setting, and for the successes and shortcomings of this intersection to be evaluated. This study encompasses both the evaluation and creation of the bilingual online mathematics course. The course is made bilingual through the creation of bilingual videos with the use of translanguaging and the creation of a bilingual glossary of terms. The videos were created using a translanguaging ‘model’ informed by theories of basic interpersonal communication skills and cognitive academic language proficiency (Cummins, 1981), common underlying proficiency (Cummins, 1991), codeswitching (Setati, 1998; Ncoko et al., 2000) and translanguaging (Makalela 2015; Creese and Blackledge, 2010a). The aim of this research was to create a successful translanguaging model which facilitates learners’ ability to conceptualise in their first language and then discuss and understand the concept in their second language.

APA, Harvard, Vancouver, ISO, and other styles

49

Chong, Jae Im. "FIRST LANGUAGE ATTRITION IN KOREAN-ENGLISH BILINGUAL TEENAGERS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/646.

Full text

Abstract:

This thesis is based upon a longitudinal study of L1 attrition in two bilingual teenage siblings, J and her older brother S, with Korean as their L1 and English as their L2. The two teenagers' initial exposure to English occurred at the age of 9. When the two siblings began to have sustained exposure to and immersion in an English L2 environment, they were at the postpubertal age. They had been attending high school in a Mid-Western city in the U.S for about two years when the study was conducted. The longitudinal study addressed three main questions. The first question concerned the siblings' language (L1 and L2) development, language dominance and cross-lingusitic influence from a bidrectional perspective. The second question examined the evidence for L1 attrition in relation to lexis, morphology and syntax, and their relative levels of vulnerability. The third question examined the role of extra-linguistic factors in the process of L1 attrition. In order to address the above questions, the two siblings were observed in their home over a period of 8 months. The data for the longitudinal study included the siblings' (i) spontaneous speech interactions in the home (ii) oral narratives in the L1 and L2 and (iii) their responses to a language background questionnaire. The results showed that the two siblings' English L2 developed and improved over time, but that they continued to maintain their L1 (Korean) as their dominant language. The evidence from both siblings' L1 and L2 use supported bidirectional cross-linguistic influence (i.e. from the L1 onto the L2 and from the L2 onto the L1). L1 attrition occurred only minimally in relation to morphology (e.g. honorification, case particles, classifiers, and plural marking) and lexical choice, while the siblings' L1 syntax remained relatively stable over time. Overall, the siblings were largely successful in maintaining their L1. In part, this was because their L1 was already firmly established or entrenched, as their immersion in an L2 environment occurred only when they were older (around puberty). Furthermore, their frequent use of their L1 for social networking, along with their positive attitudes toward their heritage language, also played a crucial role in maintaining and stabilizing their L1. Finally, the theoretical and practical implications of the findings of the present study, as well as recommendations for the future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

50

Henser, Stephen John. "Natural language use in habitual propositional-type thought (support from Japanese-English and English-Japanese bilingual covert codeswitching data)." Thesis, University of London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392673.

Full text

Abstract:

The question of whether we think in natural language or in non language-specific Ã‚?MentaleseÃ‚? has been a subject of debate for some time in the psychology/philosophy-related disciplines. The answer to this question should bring us a step nearer to understanding the language/thought relationship. In this study, a tentative model of language/thought interaction is outlined in which natural language is assigned a key role in cognition as the format of habitual propositional thought. Three research paradigms were employed to test features of this model. In a preliminary survey, Japanese-English/English-Japanese bilinguals reported being conscious of making covert use of natural language in the form of inner speech, alternately using their languages (covertly codeswitching) in doing so. Two experiments were conducted to empirically verify these self-reports and extend observation beyond the realm of subjects' inner speech. In a word association test, SsÃ‚? Japanese semantic networks were equally primed by a task where they covertly organised their thoughts in preparation for delivering a short talk in Japanese as they were after periods of overt Japanese speech. In a second task subjectsÃ‚? reaction times in processing mixed language sentences where switches were occasioned by the act of accessing concepts unique to the non-base language were compared with those from mixed sentences without such a conceptual switch. SubjectsÃ‚? longer reaction times for Ã‚?conceptual modeÃ‚? switches were seen as support for the natural language based propositional thought and dual semantic storage posited in the model. The results of both experiments argue against a view of language being merely a module used by central cognition for purposes of communication, and for the idea of natural language being an essential part of the format of habitual propositional thought. The implications of these findings for the Sapir-Whorf hypothesis and, more generally, for the future direction of psychological research are discussed. Keywords: bilingual, covert codeswitching, cognitive role of language, covert language use, Fodor/Carruthers debate, language/thought relationship, lingpack, linguistic relativity, Sapir-Whorf hypothesis.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Codeswitching'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles