Browsing by Subject "Codeswitching"
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Item A comparison of frequencies and patterns of codeswitching in Spanish-English bilingual children at high and low risk for specific language impairment(2011-05) Silva, Bertha Alicia; Bedore, Lisa M.; Elizabeth, Peña D.Theories of bilingual language production suggest that codeswitching is either a characteristic of limited language or a productive characteristic suggesting enhanced executive control and language proficiency. Since codeswitching patterns of typically developing and language impaired bilingual children are not thoroughly understood, utterances with codeswitches may be disregarded during language evaluations. Codeswitching frequency and types of codeswitches were analyzed in language samples of 12 bilingual children at high and 12 at low risk for specific language impairment (SLI). Results indicated that the frequency of codeswitching was similar for both risk groups in Spanish, but not in English. In English, the high risk group codeswitched significantly more than the typically developing group (18.76% vs 7.20%, p<.05). The types of codeswitches most often produced also differed by language and risk group. In Spanish, single-word lexical codeswitches were preferred significantly more than syntactical or lexical-syntactical, but no differences were found between risk groups. In English, syntactical codeswitches were preferred significantly more than lexical or lexical- syntactical. That the children at high risk for SLI codeswitched more in their second language and that their patterns were similar to the typically developing group might suggest that codeswitching in bilingual children with SLI might be used as a productive strategy to fill in linguistic ‘gaps’ and that codeswitching should be recognized and given credit for in language evaluations.Item ¿Puedo tener un code-switching? Codeswitching en estudiantes de doctorado enseñando cursos de español lengua extranjera(2010-08) Vacas-Matos, Marta; Salaberry, M. Rafael; Hensey, Frederick G.Este trabajo presenta los resultados de una investigación sobre el uso del inglés (la lengua materna de los estudiantes) por los profesores en la clase de segundo semestre de español a nivel de universidad. Los resultados mostraron que las profesoras escogían conscientemente la lengua que utilizaban así como cuándo y cómo la empleaban en clase. Parece que la experiencia de las profesoras como instructoras hacía que el inglés fuera menos usado por las que tenían más práctica como instructoras o un mejor domino de su L2, ya fuera ésta el inglés o el español. Sin embargo, los usos más discutidos y esperados del inglés en clase (logístico y pedagógico) no fueron en ningún caso el más común. La razón principal por la que las profesoras usaban el inglés era por cuestiones de relación de comunicación con sus estudiantes, es decir, el uso social de la lengua. This paper presents the results of a study centered on the use of English (L1 of the students) by teachers in the second-semester college level Spanish class. The results show that instructors consciously choose when and how they use English or Spanish and that the more experienced teachers, as well as those that have a better dominance of their L2, use less English in class. My research adds to that from previous investigations through the analysis of the social, logistical and pedagogical use of the students’ L1. My study shows that educators use English socially in order to establish rapport with their students far more often than for logistical or pedagogical reasons.Item Thinking in Uno and Reading en Otro: Codeswitching in American NovelsMunoz, Mary Elizabeth; Broncano, ManuelThroughout history, languages that have come into contact with each other often fought for supremacy, but ultimately, they ended up coexisting in peace for the most part. The United States is a prime example of multiple languages mixing together, and after generations of doing so, some have blended almost entirely; this is not necessarily a bad thing. The U.S. has a history of being a nation that harbors multiple cultures along with those many languages, and even after wars, expansion, and segregation, those cultures and languages that remain cannot be suppressed. The United States houses multiple cultures, and there are several factors that determine which languages get adopted and which get discarded in different social situations. Factors, such as belief and age, for example, are vital to make these distinctions, and codeswitching (CS) texts have become more significant because they record and showcase how these factors push people to choose which language to use. Spanish and English, primarily, have been in contact for many years, and in the U.S., there have been multiple attempts at pushing out Spanish, but English-only laws have never taken hold nationally. For Americans who are born in the U.S. to Latin American immigrant parents, both Spanish and English are languages that shape their identity and thought process. These people grow up thinking and speaking with both languages running simultaneously through their minds, and they often become bicultural, bilingual readers who are able to read in both languages and can understand CS texts. It is important for their sense of identity that we continue studying what makes these texts so unique, and luckily, readership today is starting to acknowledge not only the existence and legitimacy of CS works, but also the importance of celebrating the unique blend of cultures and Spanish and English in literature. The number of CS texts is expected to grow, and more readers, both bilingual and monolingual, demand more texts like these. This thesis analyzes what makes written CS so relatable to many types of American audiences and how the prevalence of these texts legitimizes their inclusion into the American literary canon.