...Code Meshing vs. Code Switching: Which One Should be Taught in Schools? In the article “Twitterish,” John McWhorter explains the need for different forms of literacy and multimodality – Standard English and new digital literacies. He also, in a way, talks about code switching and code meshing because he shows how people can switch between different literacies and how they can also incorporate both Standard English and digital literacies into speech and writing together. John White’s paper goes into much greater detail about what code switching is and how to teach it in schools. He says that code switching – the act of changing from a culturally imbued discourse to Standard English, but not necessarily vice versa – is a priority to teach to...
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...Before I started my research in Code-Switching, I had very little knowledge of what code switching actually was. Through my research, I came to find that code means language; switching means alternating between. Right as I started my research, I started to notice that authors spell “code switching” in different ways. For example, they use it as two words, with a hyphen between them, or as one word. The different ways to spell code switching is a perfect example of the meaning of the word/s itself. Switching languages can mean a variety of things. As the articles I annotate below indicate, language switching can occur without notice, between dialects of a language, between different languages, and so on. Due to its broadness, it is important to focus on a topic of interest when researching code switching. I decided to focus on the advantages and benefits that Code Switching provides. The articles I reviewed give reasons why code switching happens, and some articles present many explanations. However, the main reasons as put forth by Arnfast and Jorgensen (2003), imitate the three main reasons that code switchers give for using their skill. These reasons are: to fill in linguistic gaps for words, acquisition or maintenance of social power, and social acceptance. After much research and by reading several studies of these approaches, I came to the conclusion that code switching is used rarely for one purpose. It is also doubtful that the users are completely aware of all the reasons...
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...discuss the current bill that would like to ban using the method of “code-switching” from the “home language” of AAE (African American Vernacular English) speakers. I have read a study conducted by a Umass professor regarding this issue, and I have read the bill thoroughly. My recommendation to you is to vote against the bill, and I have some very good reasons for it. Banning the AAE instruction will do more harm then good. Although the bill proposes some good reasons for needing to speak mainstream English, it misses a few key points. They claim that linguistic skills like writing and reading are necessary to an individuals success. They don’t realize however, that AAE is a structured language following rules and patterns. The “code-switching” can actually be a useful technique in teaching AAE speakers how to communicate “properly” in mainstream English. Proponents of the bill state that the primary purpose of the education system is to prepare students for success in their careers and to participate equally in society. I think that by banning the teaching of AAE to mainstream English will actually prevent children who speak AAE at home from having an equal opportunity in the first place. It is not separate but equal, since these children are starting from a different version of a language altogether. Their foundation in AAE would make normal English instruction worthless. Since AAE follows rules, “code-switching” is a totally viable option. The proponents are saying that teaching...
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...THE ROLE OF LANGUAGE CODESWITCHING IN INCREASING ADVERTISING EFFECTIVENESS AMONG MEXICAN-AMERICAN YOUTH by MELISSA MAIER BISHOP Presented to the Faculty of the Graduate School of The University of Texas at Arlington in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY THE UNIVERSITY OF TEXAS AT ARLINGTON December 2006 Copyright © by Melissa Maier Bishop 2006 All Rights Reserved ACKNOWLEDGEMENTS A wise professor told me before starting my PhD work to not forget my distractions. Therefore, this work is dedicated to my three favorite distractions—my husband Jeff and my two sons, Abel and Peyton. Thank you, Jeff, for all of your encouragement, your support, and your shoulder to lean on and your ear to listen during the past five years as we’ve come together on this journey. Thank you, Abel and Peyton, for sharing me with my studies and for often keeping me company while I studied for my exams and wrote my papers. Thank you also to my wonderful committee who were all so encouraging and patient with me, especially my Chair, Dr. Mark Peterson. Your excitement for my ideas inspired me as well as your belief in me. You have an unselfish and self-sacrificing nature that shines through you, and you are a gift to all of your students. Many thanks also to Dr. Roger Dickinson, who was a great support to me over the past five years and a big reason I decided to join the program in the first place. Thanks to my parents and to Jeff’s parents...
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...Measuring the English vocabulary size of Greek Students in Swansea University Introduction ● ● Vocabulary of Greek highschool students English tests in Greece {Proficiency(Michigan,Cambridge,Edexcel), IELTS} ● ● ● Behaviour of Greek students in the UK Vocabulary of Greek highschool students Y_Lex vocabulary test and the difference from X_Lex Aim of this study To see if Greek students in Swansea university are learning new words from the time they leave Greece until the time they graduate and if they do, how much has their vocabulary increased. Hypothesis ● Due to the tendency of Greek students socializing with other Greeks, they should not be able to attain a certain amount of words in order to make a significant increase of their vocabulary. ● Maximum new words learned might be less than a thousand until the end of their studies. Methodology ● ● ● ● Selecting participants based on year of study, having IELTS or any other certificate. Handing out the two Y_Lex vocabulary tests to each one. Gathering all the data and analysing them. Checking the readability,difficulty and language level of the IELTS and Cambridge tests and comparing the participants’ scores with the scores of their Y_Lex tests. Participants ● Gathered 20 participants of which 10 were in foundation and 1st year and the other 10 were in their final year or doing their Master’s degree ● Some participants were not included as they used to live in an english speaking country for a couple of...
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...Central Pennsylvania College IDS 105 – College Success Seminar Instructor: Rubina Azizdin Phone: 717-728-2351 (office) or 717-673-3644 ( Cell) May call or text. Email: rubinaazizdin@centralpenn.edu Hours: By Appointment Course Overview: This course introduces students to social issues in their major field of study. Historical and social topics are covered along with current events so students gain real world knowledge as it pertains to topics within their program of study. It provides a foundation for research and study within their chosen field as well as the basis for completing their degree requirements. Special topics for students returning to higher education are also covered in depth. Textbooks: IDS | 105 | College Success Seminar | Siebert, Al, and Karr, Mary. THE ADULT STUDENT’S GUIDE TO SURVIVAL AND SUCCESS. | Practical Psychology Press | 6E | 2008 | 9780944227381 | Course Expectations: 1. Actively participate in the course on a weekly basis, by turning in assigned homework, working in groups and adding to class discussions. 2. Reading assignments and completed homework are expected on time. 3. Exhibit common courtesy, respect, and classroom citizenship to all. (Please read Central Penn’s Big 8 Philosophies) 4. In order to meet credit requirements for this course, students will spend a minimum of two (2) hours each week completing assignments, reading, researching/writing papers, reviewing for examination or competencies, and other...
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...hardly understand to each other if every speaker uses their own language. Those reasons, above show that many people in many communities used more than one language. When the speaker who has one language and can speak other language, he may be consider as bilingualism or multilingualism depend on how many he mastering the language. It means that a person is bilingual because he can speak in two language, and multilingualism in the person who can speak in more than two languages. In the communication case people who is bilingualism or multilingualism some time they switch the code of language that they use in communication when the other speaker don’t understand what they said or their language. This kind of linguistic behavior of changing the one code to another code is called as code switching. In this case, it is assumed that the students of second grader of SMA 1 Doro sometime switch and mix the code when they speak in...
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...In linguistics, code-switching occurs when a speaker alternates between two or more languages, or language varieties, in the context of a single conversation. Multilinguals—speakers of more than one language—sometimes use elements of multiple languages when conversing with each other. 1. Carol Myers-Scotton : Studies on codes witching, the use of two or more languages in the same conversation. 2. John J. Gumperz : On code-switching, as a speaker’s use of more than one language within a single conversation is known. This work, like his analysis of the Heathrow impasse, centered on the idea of using linguistics in the service of social justice. Though earlier accounts of code-switching had suggested that it was largely a random phenomenon — a speaker, the thinking went, might use a smattering of English followed by a smattering of Spanish in an amorphous linguistic soup — Professor Gumperz showed that this switching, however unconscious, had specific triggers, including the need to encode information about the social relationships underpinning the discourse. But though sociolinguistics as a whole embraces spoken language and the printed word, he concentrated on face-to-face verbal exchanges. 3. Maria Cecilia Velásquez : The relationship in a bilingual conversation between language choice and identity has been the subject of research in different disciplines such as sociolinguistics, psycholinguistics, and second language acquisition among others. 4. Richard...
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...Why do People Code-switch 1 Why do People Code-switch: A Sociolinguistic Approach Why do People Code-switch: A Sociolinguistic Approach Walid M Rihane Arab Open University Why do People Code-switch 2 Abstract This paper sets out at the beginning different definitions and approaches to the linguistic phenomenon - Code-Switching. Through my work, I will highlight five different factors that motivate code-switching in a bilingual speaker although the reasons for code-switching are many . I will talk about the role of ethnic solidarity, social class, topic, affection, and persuasion in motivating switching codes. I will use different approaches and case-studies conducted by researchers from inside and outside Lebanon to back up my discussion. Why do People Code-switch 3 Why do People Code-switch: A Sociolinguistic Approach 1. Introduction: A person is said to be multilingual if he or she is competent in more than one language. Multilingualism is usually the result of many factors, such as colonisation, intercultural marriage, cultural interaction, education, and many other reasons. The applied linguist Del Hymes defines communicative linguistic competence as, '[a person] acquires competence as to when to speak, when not, and as to what to talk about with whom, when, where, in what manner' (Hymes, 1979). In this way, a person who is capable of using appropriately two languages or more is said to be multilingual. Usually, bilinguals and multilinguals...
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...expanding on conversations, small group activities, read aloud, and support of new vocabulary and sight words with the use of a vocabulary chart. These are only a few techniques, and some will be more useful than others depending on the child’s level. During my observation, I was able to interact with several students that were English Language Learners. They were enrolled in a dual language school, which participated in a bilingual program between English and Yupik. This program was based on a program created in a school in the southern United States where Spanish was the second language. I was able to see several of the different techniques mentioned within the book, along with some concepts that were discussed, such as ‘code switching’. Code switching involves the swapping between two languages when communicating. In my classroom I had several opportunities to listen as children used words from both Yupik and English to create a complete sentence or concept. One of the most commonly swapped words was me or I, and the word “winga”. These words have very similar meanings, and the students would be constantly interchanging between the two when talking. However, what I found interesting was that it was one of the few pronouns that the students didn’t have difficulty with. When using words like he, she, him or her they would constantly get confused on which word went with the correct gender. Later I found out that this is due to the culture itself, and the difference between...
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...cleverly enough – the “decent” behavior which represents the upper tiers of the value orientation scale (Anderson 2000: 35). On the other hand, many people struggle financially and thus have to “hustle” and perform an act of “code-switching” between decent and “ghetto” (or “street”) behaviors in order to secure their lives yet still fit into the ideals of society (Anderson 2000: 35-37). These acts (or lack thereof) create a marker for various individuals as to how high or low on this orientation scale they are ranked; this is the scale of value orientation and how “decent” or “street” one is. According to Elijah Anderson (2000), street families commonly have one set frame of mindset that dampens any advancement. First and foremost, he claims that street parents differ from decent parents in a sense that they “often show a lack of consideration for other people and have a rather superficial sense of family and community” (Anderson 2000: 45). What is it to be a mother? While to the decent mothers it is to foster the growth of a future generation and a future representation of one’s self, to a street mother it is simply to possess the child as though the child were considered an individual’s property, if one may. Various examples are given in The Code of the Street that depicts street mothers at local...
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...Using Communication Accommodation Theory (CAT) as a framework, this paper presents a multi-method investigation of the communicative behaviors in culturally heterogeneous workgroups (CHWs). Analysis of observations (participant and non-participant), semi structured interviews, and self-report surveys from both field and student samples provide insight on the communicative behaviors and strategies employed in the production and management of both productive and destructive conflict and outcomes for CHWs. The research demonstrates the usefulness of the CAT framework to analyses of conflict in CHWs and provides fresh insights on the triggers and management strategies associated with conflict in CHWs. A topical organizational scheme will be used in this section to increase the knowledge of this theory for the reader. As you may perhaps guessed, many scholarly articles focus in the concepts of convergence and divergence when it comes to testing or supporting CAT but instead of stating one research scholarly article at the time with its hypotheses, methods and findings, a synthesis of several articles with overlaps in topics will be given instead. Let’s start with relationships, One important aspect of speech accommodation theory to consider is how researchers evaluate speech. By examining factors that are used to determine speech behaviors, much can be learned about the study of accommodation. There are several characteristics of speech upon which researchers have focused...
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...Kayla D. King Journal 9 December 1, 2013 CAT Part 1 The Communication Accommodation Theory came about after; Giles realized that speech goes beyond twangs, pronunciation, and gaps in speech. In 1987 Giles coined the Communication Accommodation Theory as a theory that is based on intercultural communication. Accommodation is the ongoing shift in communication that is either toward or away from others. This theory is based on two strategies: convergence and divergence. Both are seen as accommodation because of the constant shift in communication. Convergence is a strategy that is used when an individual adjusts their speech to be similar to the person they are speaking with. Another strategy that is based on convergence is called discourse management. Discourse management is the act of carefully choosing topics that will not generate tension or awkward moments. In contrast, divergence is the act of moving away from others by not adjusting speech. An individual emphasizing the differences between he or she and another person is another way to divert. In intergenerational relationships, the elderly tend to use self-handicapping as a face-saving strategy. Self-handicapping, in this case, is when the elderly use being older as an excuse. Another divergent strategy is maintenance. Maintenance is continuing to use original communication without regard for others, also known as underaccommodation. Moreover, overaccommodation is patronizing belittling speech,...
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...another language, but more complicated ability that is involved in a complex processing of human brain. Moreover, she saw code-switching as an actuality or evidence of procedure of bilingualism. At first, she refers to there are two types of code-switching; intrasentential and intersentential. Intrasentential occurs in boundaries of a clause or a sentence, so a speaker may add words or phrase of a language into a sentence in another language. On the other hand, intersentential occurs at clause or sentence boundaries. In this case, a narrator adds a whole sentence of a particular language during speaking in another language. In addition, he describes how to distinguish between code-switching and code-mixing. The main difference is whether or not the speaker knows how to differentiate between the two languages. If they do, it must be code-switching. This chapter describes how to approach to my recording data with theoretical background. Since it is hard to explain why and how code-switching is happening in the data, this chapter provides me a strong notion of code-switching, which will help me when I analyze the conversation. I believe I can begin to build up my own analysis from here not only with recognizing and differentiating the concepts of intrasentential and intersentential, but also code-switching and code-mixing. Pagano, A. (2010). Code‐switching: a korean case study. Griffith working papers in pragmatics and intercultural communication , 3(1), 22-38. The...
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...Code Switching Essay In 2013, A new language spoken only by people who were 35 years of age or younger was discovered in a remote community in northern australia(Shaw Alexis). The language was known as Light Warlpiri according to Carmel O’Shannessy, an assistant professor of linguistics at University of Michigan,Light Warlpiri is a melding of English,Kriol and Warlpiri.O’Shannessy said that while she worked at a school in Northern Australia,she realized that students would switch between the languages they spoke in the same conversation and sometimes even switched back and forth between languages within the same sentence. She then started to record and transcribe people speaking the language to try to identify the linguistic patterns...
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