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Relevant bibliographies by topics / History Code switching (Linguistics) Education

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Academic literature on the topic 'History Code switching (Linguistics) Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "History Code switching (Linguistics) Education"

1

Si, Aung. "A diachronic investigation of Hindi–English code-switching, using Bollywood film scripts." International Journal of Bilingualism 15, no. 4 (January 7, 2011): 388–407. http://dx.doi.org/10.1177/1367006910379300.

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Code-switching (CS) between an Indian language and (Indian) English is, and has long been, a normal feature of everyday speech in urban Indian society. Although much has been written about the status and role of English, and about the sociological variables associated with English usage in India, there have been, to date, no studies explicitly investigating changes in CS patterns over time. Bollywood movies are a rich source of information on the speech patterns of urban Indians throughout most of India’s post-independence history. CS patterns in Bollywood movies (from the 1980s, 1990s and 2000s) were therefore investigated in this study, by means of lexical transcripts of the dialogues between characters of equivalent age and socioeconomic status. A survey of seven movie dialogues revealed that CS can be accomplished through a range of syntactic and morphological strategies. Quantitative analyses showed a massive increase in the overall use of English over this period, a trend particularly evident among young speakers. Moreover, the complexity of CS increased over the period under consideration, with ‘alternations’ at clause boundaries increasing in frequency at the expense of single-word ‘insertions’.

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Omar, Abdulfattah, and Mohammed Ilyas. "The Sociolinguistic Significance of the Attitudes towards Code-Switching in Saudi Arabia Academia." International Journal of English Linguistics 8, no. 3 (February 5, 2018): 79. http://dx.doi.org/10.5539/ijel.v8n3p79.

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Code-switching between Arabic and English marks a significant linguistic change in the history and use of Arabic in Saudi Arabia. Any kind of language change, which is an inevitable process in almost every world language, has always been resisted in Saudi Arabia mostly due to a national identity and religious factors. The current study investigated the attitude of the Saudi academia comprising English language instructors and English major students towards code-switching between Arabic and English. The study examined the perceptions of the academia towards the use of varying languages and the attitude that resulted from a perception. A sample size of 10 instructors and 40 students from four universities in the Riyadh region of Saudi Arabia was taken for the purpose of carrying out this qualitative study. Focus Group and interview methods were used to collect data and a content analysis technique was adopted to analyze their transcripts. Findings and Results indicated that there was a close relationship between education and age on one side and the acceptability of code-switching on the other. Positive attitudes towards code-switching were found among the younger participants in their tertiary level of education. The results also revealed that such an attitude affected learners' academic performance since the learners attitude towards each language contributed to their learning and knowledge acquisition.

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Poole, Brian. "Code-switching." System 39, no. 4 (December 2011): 557–59. http://dx.doi.org/10.1016/j.system.2011.06.003.

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GREEN, DAVID W., and LI WEI. "Code-switching and language control." Bilingualism: Language and Cognition 19, no. 5 (February 11, 2016): 883–84. http://dx.doi.org/10.1017/s1366728916000018.

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Bilingual speakers can use one of their languages in a given interactional context or switch between them when addressing different speakers during the same conversation. Depending on community usage bilingual speakers may insert single lexical forms from one language into the morphosyntactic frame of another or alternate between languages at clause boundaries. They may also engage in dense code switching with rapid changes of language within a clause during a conversational turn (Green & Li, 2014). These varieties of language use configure the same speech production mechanism and so a theory of code-switching must be part of a theory that accounts for the range of bilingual speech. Does the proposal described in Goldrick, Putnam and Schwartz (2016) meet these criteria?

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Zabrodskaja, Anastassia. "Multidisciplinary approaches to code switching." International Journal of Bilingual Education and Bilingualism 14, no. 1 (January 2011): 115–20. http://dx.doi.org/10.1080/13670050.2010.538258.

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Bosma, Evelyn, and Elma Blom. "A code-switching asymmetry in bilingual children: Code-switching from Dutch to Frisian requires more cognitive control than code-switching from Frisian to Dutch." International Journal of Bilingualism 23, no. 6 (September 21, 2018): 1431–47. http://dx.doi.org/10.1177/1367006918798972.

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Aims and Objectives/Purpose/Research Questions: Recent research suggests that cognitive control plays a role in code-switching, both in bilingual adults and in bilingual children. Code-switching would only require cognitive control, however, when speakers maintain some degree of separation between their two languages, not when they completely mix the lexicons and grammars of their languages. For Frisian–Dutch bilinguals, mixing of Dutch (majority language) into Frisian (minority language) is common, but mixing of Frisian into Dutch is not. Therefore, Frisian–Dutch bilinguals need to maintain some degree of language separation when they speak Dutch, but not when they speak Frisian, predicting that code-switching from Dutch to Frisian would affect cognitive control more than vice versa. Design/Methodology/Approach: Frisian–Dutch bilingual children aged 5 and 6 ( n = 104) completed a Flanker task. Information about frequency of code-switching from Dutch to Frisian and frequency of code-switching from Frisian to Dutch was obtained through a parental questionnaire. Data and Analysis: Multiple hierarchical regression analyses showed that frequency of code-switching from Dutch to Frisian significantly predicted performance on a Flanker task, but that frequency of code-switching from Frisian to Dutch did not. Findings/Conclusions: The results suggests that code-switching from Dutch to Frisian requires more cognitive control than code-switching from Frisian to Dutch. Originality: This is the first study that shows a code-switching asymmetry in the context of a minority–majority language pair. Significance/Implications: The study supports the hypothesis that code-switching requires more cognitive control when a bilingual speaker has to maintain some degree of language separation between her or his two languages.

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Nguyen, Nhan Trong, Peter Grainger, and Michael Carey. "Code-switching in English Language Education: Voices from Vietnam." Theory and Practice in Language Studies 6, no. 7 (July 1, 2016): 1333. http://dx.doi.org/10.17507/tpls.0607.01.

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Why do bilingual language teachers and students switch between the two languages in their language classrooms? On the evidence of current research findings in relation to English-Vietnamese code-switching in the educational contexts of Vietnam, this article identifies that classroom code-switching between the second language and the first language has its own pedagogic functions and it can be a valuable language classroom resource to both teachers and learners. In Vietnam, the implementation of the monolingual approach of teaching English-through-English-only faces many challenges such as inadequate classroom resources, students’ low levels of English competence, motivation and autonomy, teachers’ limited English abilities, and inappropriate teaching methods. Many Vietnamese teachers of English support code-switching in the classroom and they teach English through the bilingual approach. English-Vietnamese code-switching is reported not to be a restriction on the acquisition of English; rather, it can facilitate the teaching and learning of general English in Vietnam. This practice of code-switching is not just due to a lack of sufficient proficiency to maintain a conversation in English; rather, it serves a number of pedagogic functions such as explaining new words and grammatical rules, giving feedback, checking comprehension, making comparison between English and Vietnamese, establishing good rapport between teachers and students, creating a friendly classroom atmosphere and supporting group dynamics.

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DEUCHAR, MARGARET. "Congruence and Welsh–English code-switching." Bilingualism: Language and Cognition 8, no. 3 (November 15, 2005): 255–69. http://dx.doi.org/10.1017/s1366728905002294.

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This paper aims to contribute to elucidating the notion of congruence in code-switching with particular reference to Welsh–English data. It has been suggested that a sufficient degree of congruence or equivalence between the constituents of one language and another is necessary in order for code-switching to take place. We shall distinguish between paradigmatic and syntagmatic congruence in relation to the grammatical categories of the two languages, focusing on the insertion of English nouns and noun phrases, adjectives, verbs and participles in otherwise Welsh utterances. We shall demonstrate how differing degrees of congruence between grammatical categories in the two languages are reflected in different code-switching outcomes.

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TREFFERS-DALLER, JEANINE. "The IC model and code-switching." Bilingualism: Language and Cognition 1, no. 2 (August 1998): 98–99. http://dx.doi.org/10.1017/s1366728998000212.

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In his contribution Green proposes a very interesting model of bilingual speech processing, the inhibitory control (IC) model. The model's aim is to account for the way in which bilinguals control their two language systems. Although the model was not developed to account for code-switching, the author explicitly goes into implications of his model for code-switching and this makes it very relevant for linguists working in that field. Until now, psycholinguistic aspects of code-switching have received far less attention in the literature than the syntactic aspects of code-switching. The model therefore offers an excellent starting point for incorporating insights from psycholinguistics into code-switching research and vice versa.

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Meisel, Jürgen M. "Code-Switching in Young Bilingual Children." Studies in Second Language Acquisition 16, no. 4 (December 1994): 413–39. http://dx.doi.org/10.1017/s0272263100013449.

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This study examines the role of grammatical prerequisites on code-switching in young bilingual children. It is proposed that code-switching is constrained not only by grammatical properties of the languages involved; it is also regulated by principles and mechanisms of language use. Constraints on code-switching are therefore defined as processing principles that, however, depend on grammatical knowledge. They ensure that switching does not result in a violation of grammatical coherence, defined in terms of both linear sequencing and structural configuration. Some of these claims are tested empirically, analyzing the speech of two bilingual children acquiring French and German simultaneously. It is argued that even in the earliest uses of mixing, constraints are not violated; in many cases they do not apply because the relevant grammatical relations do not yet hold. Code-switching is nevertheless used from early on in accordance with these constraints, as soon as a certain kind of grammatical knowledge is accessible. Most importantly, functional categories have to be implemented in the child's grammar.

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Dissertations / Theses on the topic "History Code switching (Linguistics) Education"

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So, Wai-ching Jean. "A study of the bilingual Cantonese English teacher's code-switching in secondary school classroom." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B3194968X.

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So, Wai-ching Jean, and 蘇惠貞. "A study of the bilingual Cantonese English teacher's code-switching insecondary school classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B3194968X.

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Alvarez, Alexandra Guerra. ""A Listening Child." The Language Life History of an American of Mexican Descent." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4820.

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This case study presents the language life history of an American woman of Mexican descent. The informant describes the ways in which her two languages, English and Spanish, developed and have been used throughout her life. She narrates how living with two languages has affected her in each period of her life. The informant's language life history provides insight into the ways in which immigrants who come to the United States live and adapt to a new country, culture, and language. The informant's narrative is a testimony of a person divided between two languages and two cultures. The methods used to elaborate the informant's language life history were ethnographic interviewing, observing, and event/network analysis. This language life history will promote understanding of issues such as bilingualism and its relationship to immigration in the United States, language maintenance or loss, language shift, and language choice and use. In the area of Teaching English as a Second Language, teachers are constantly faced with the above issues in their teaching environment. A more thorough comprehension of the experiences of second language learners could improve the skills of those teaching English as a Second Language.

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Hebblethwaite, Benjamin. "Intrasentential code-switching among Miami Haitian Creole-English bilinguals." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278216.

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Thesis (Ph.D.)--Indiana University, Dept. of French and Italian, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3825. Advisers: Barbara Vance; Julie Auger. Title from dissertation home page (viewed May 7, 2008).

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Coria-Navia, Anneris Bibiana. "FREQUENCY AND CHARACTERISTICS OF CODE SWITCHING IN HISPANIC BILINGUAL PRESCHOOL AGE CHILDREN OF OHIO AND CALIFORNIA: A COMPARATIVE STUDY." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272988701.

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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.

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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.

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Chan, Siu Ling June. "Mixed code in Hong Kong : a hypothesis and a description." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/114.

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Wong, May-sum. "A conversation analytical study of code-switching in teacher-student interaction outside the classroom /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31647935.

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Mahofa, Ernest. "Code switching in the learning of mathematics word problems in Grade 10." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1950.

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Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education at the Cape Peninsula University of Technology 2014
This study investigates the effects of code switching in the learning of mathematics word problems in Grade 10. The research used Cummins’ language acquisition theory to inform the study. The study employed ethnographic qualitative research design whereby classroom observations and semi-structured interviews were used as data collection techniques. The use of multiple data collection techniques was to ensure validity and credibility of the study. The sample consisted of sixty learners and two mathematics teachers. The sample was drawn from a population of one thousand two hundred and thirty five learners and forty nine teachers.The study has shown that even though code switching could be beneficial in the learning and teaching of mathematics, it was difficult for learners and teachers to use it in a way that enhances the learning of mathematics word problems because of the barriers in the use of mathematical language. It is recommended that teachers should exercise care when using code switching, especially with the topics that involve word problems; as such topics are more aligned to certain mathematical language that could not be translated to IsiXhosa.

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Ndabeni, Bulelwa. "An investigation of code switching in different learning areas in a grade seven class." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003503.

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The research described in this thesis is a case study of the communicative repertoires of teachers and learners of a grade seven class in a small rural primary school. The aim of the investigation was to find out if code switching is different in content-subject classes than in an English language class. The study accomplishes this by looking at code switching in different learning areas. Different research techniques such as observations, video. recording, taking of field notes and interviews are used as the means of data collection. The study does not attempt a full linguistic description of the switches made by the research subjects. For example, it does not deal with linguistic constraints on code switching, but instead it focuses on the functional aspects of code switching. The study reveals that there are various functions of code switching in the classroom. The following are the major findings noted in this study: • Code switching is a communicative resource, which enables the teachers and learners to accomplish a considerable number and range of social and educational objectives. • Code switching is used to negotiate and renegotiate meaning. • How teachers code switch in class depends on how difficult the lesson is for the learners. • The study reveals no major differences between code switching In content subjects than in English as a subject. • Although tbe subjects engage in code switching, they seem to feel guilty about their behaviour.

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Books on the topic "History Code switching (Linguistics) Education"

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A minimalist approach to intrasentential code switching. New York: Garland Pub., 1999.

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MacSwan, Jeff. Grammatical theory and bilingual codeswitching. Cambridge, Massachusetts: MIT Press, 2014.

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Young, Vershawn Ashanti. Other people's English: Code-meshing, code-switching, and African American literacy. New York: Teachers College Press/Teachers College/Columbia University, 2014.

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Bedingungen und Voraussetzungen für Sprachwechsel: Eine Untersuchung zum Sprachwechsel bei bilingualen Marokkanern in Frankreich. Frankfurt am Main: P. Lang, 1993.

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National Council of Teachers of English, ed. Code-meshing as World English: Pedagogy, policy, performance. Urbana, Ill: National Council of Teachers of English, 2011.

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Crossing: Language and ethnicity among adolescents. London: Longman, 1995.

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Rampton, Ben. Crossing: Language & ethnicity among adolescents. 2nd ed. Manchester, UK: Northampton, MA : St. Jerome Pub., 2005.

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Der Sprachgebrauch der Ungarn in der Schweiz: Methoden zur Untersuchung der Mehrsprachigkeit. Frankfurt am Main: P. Lang, 2003.

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L' alternance codique dans l'enseignement d'une langue étrangère: Stratégies d'enseignement bilingues et transmission de savoirs en langue étrangr̈e. Bern: P. Lang, 2002.

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Slotte-Lüttge, Anna. Ja vet int va de heter på svenska: Interaktion mellan tvåspråkiga elever och deras lärare i en enspråkig klassrumsdiskurs. Åbo: Åbo Akademi, 2005.

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Conference papers on the topic "History Code switching (Linguistics) Education"

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"Arabic-English Code-Switching as a Medium of Instruction in TEFL in Mosul University: A Sociolinguistic Analysis." In Visible Conference on Education and Applied Linguistics 2018. Ishik University, 2018. http://dx.doi.org/10.23918/vesal2018.a4.

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