Code-Switching Presentation [PDF]

Zitiervorschau

CODE-SWITCHING: AN OVERVIEW OF LANGUAGE VARIATION MICHAEL HELLMANN

RATIONALE • The world is a diverse place that is made up of billions of unique individuals. These individuals speak all kinds of languages and are currently placed on various learning domains that make education such an interesting topic of discussion. Learning a language as a native resident can be difficult, but starting over and learning a brand new language later in life can be even harder. Code-switching gives us an insight into what it means to speak two or more different languages, which is something that is especially interesting among students. As a future teacher, I would love to know more about ESL students and how code switching correlates with school performance.

DEFINITION • Code-switching is deliberately changing from one manner or style of speaking to another. It is essentially the repetition of cognitively transferring between variations of languages in different context.

TYPES OF CODE-SWITCHING • Inter-sentential switching- The alternation of two or more languages that occur between separate sentences.

• Intra-sentential switchingThe alternation of two or more languages that occur within the same sentence. This is the most common form of codeswitching and is heavily researched.

TYPES OF CODE-SWITCHING • Tag-switching- The alternation of two or more languages, in which a certain phrase in one language is casually inserted as an utterance for the other language. (ex. Ya know, isn’t it).

• Intra-word switchingThe alternation of two or more languages that occur within a specific word boundary. (ex. ‘kuenjoy’ = English word for ‘enjoy’ + Swahili prefix ‘ku’, meaning ‘to’).

MOTIVATIONS FOR CODE-SWITCHING • Diglossia- When two or more closely related languages are used by a single language community. One language is considered the high priority system, while the other language has little importance. The non-native language is used in more formal situations, while the native language is used during informal conversations.

MOTIVATIONS FOR CODE-SWITCHING • Communication Accommodation Theory (CAT)“explains the aspects of the way people modify their communication according to situational, personal or even interactional variables.” This social theory can take place during everyday conversation.

APPROXIMATION STRATEGIES FOR CAT • Convergence- When the speaker changes his or hers speech and communication patterns to sound like that of their counterparts. This is seen as the most satisfactory form of communication. • Divergence- When the speaker stresses the differences between languages or dialects among the two speaking. This form of communication is usually responded to in a negative way. However, it shows a sense of pride for one’s cultural identity. • Speech Maintenance- When the speaker cannot cognitively decide between what types of speech to use in various situations.

OTHER FOCUSES • Interpretive Competence- Understand what is being said to them. • Conversational Needs- Topic selections, body language, connections. • Role Relations- Listening, speaking, interruptions.

AFRICAN AMERICAN ENGLISH • Within an academic setting, students will often switch between using AAE compared to Standard American English (SAE). • The incorrect use of present progressive tense is heard a lot among this community. He’s going to Europe this year. He be going to Europe. • The existential it is when the word “there” is replaced with “it”. Is there a gas station nearby? Is it a gas station nearby?

HISPANIC ENGLISH

• Double negation- the use of more than one negative word to negate a sentence. You don’t need a snack. You don’t need no snack. • Intra-word Switching- See above.

CODE-SWITCHING PATTERNS IN THE WRITING-RELATED TALK OF YOUNG EMERGENT BILINGUALS • “This qualitative study examined code-switching patterns in the writing-related talk of 6 emergent Spanish-English bilingual first-grade children. Audio recordings, field notes, and writing artifacts documenting participant activities and language use in Spanish and English writing workshops were gathered over the course of 6 months and analyzed for code-switching prevalence, form, content, and purpose in relation to the writing process.”

CODE-SWITCHING PATTERNS IN THE WRITING-RELATED TALK OF YOUNG EMERGENT BILINGUALS

• Metacognitive Statements, Sociolinguistic Patterns, Metalinguistic Insights, and Topic, Person, Question Switch. • Metacognitive Statements in regards to code switching occurred the most among the six participants. This means students became mentally aware of their learning and thinking strategies, which distracted them from high performance.

CODE-SWITCHING PATTERNS IN THE WRITINGRELATED TALK OF YOUNG EMERGENT BILINGUALS CONCLUSION

• The conclusion of this article found that students who switch between languages have strong writing skills, but may complete assignments in a non-standard manner.

INSTRUCTIONAL STRATEGIES • Visual representations. Making real world/Cultural connections. • Cooperative and Active learning strategies. • Modifying Vocabulary • Authentic Feedback

WORKS CITED • Gort, M. (2012). Code-Switching Patterns in the Writing-Related Talk of Young Emergent Bilinguals. Journal of Literacy Research, 44(1), 45-75. • Rowe, B., & Levine, D. (2009). A concise introduction to linguistics (2nd ed.). Boston, MA: Pearson/Allyn and Bacon. • Sayahi, L. (n.d.). Diglossia and language contact: Language variation and change in North Africa. • Williams, A. (n.d.). Communication Accommodation Theory And Miscommunication: Issues Of Awareness And Communication Dilemmas. International Journal of Applied Linguistics, 151-165.