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Life with Two Languages: An Introduction to Bilingualism
... However, it was Baker (2001Baker ( , 2006, who introduced this term to wider, namely, English-speaking, audiences, since he further discussed translanguaging and later explored a variety of possible benefits it has to learners developing their academic language skills in both languages in a bilingual classroom. Like Williams, in the last decades of the 20th century, scholars, such as Cummins (1981;, Grosjean (1982), and Hornberger (2003), were among the first to openly dispute the social and linguistic stigma and promote the use of various multilingual practices in the classroom, including translanguaging. As Dumrukcic (2020) puts it, together with the increasingly globalised world, these new ideas entered the more peripheral realms of education. ...
... Another frequent way the message authors make the distinction between the original Lithuanian and the translated English parts of the message more prominent is by placing the translated text in its own separate line of message text, as seen in example (121): (121) In example (121), the language user firstly provides the English translation of the Lithuanian part of the message in the first line of the same message and places the Lithuanian text in the second line, thus separating the English part of the message from the Lithuanian part. The first sentence of the English translation featured in the first line of the message is accurate, while the second one lacks information that is present in the Lithuanian part of the message text about the way message author's wife always, performs each procedure of a certain kind professionally. ...
... Another frequent way the message authors make the distinction between the original Lithuanian and the translated English parts of the message more prominent is by placing the translated text in its own separate line of message text, as seen in example (121): (121) In example (121), the language user firstly provides the English translation of the Lithuanian part of the message in the first line of the same message and places the Lithuanian text in the second line, thus separating the English part of the message from the Lithuanian part. The first sentence of the English translation featured in the first line of the message is accurate, while the second one lacks information that is present in the Lithuanian part of the message text about the way message author's wife always, performs each procedure of a certain kind professionally. ...
The research subject of this dissertation “Translanguaging between Lithuanian and English on “Twitter”” is translanguaging, which in this work is understood as a dynamic, adaptive, fluid, constantly changing, and transformative multilingual discursive practice. This dissertation analyses the translingual practices of “Twitter” users, where English fragments are used in mainly Lithuanian messages. This work aims to identify and examine the translingual practices present in the Lithuanian “Twitter” messages featuring English linguistic elements, with the analysis focusing solely on the English elements. Computer-mediated discourse analysis was chosen as the analytic approach for this research, which is applied within the theoretical framework of sociolinguistics and the principles of descriptive linguistics. This interdisciplinary study involves both quantitative and qualitative analysis. The quantitative part of the study aims to answer the research questions about the levels of syntactic structure of the collected “Twitter” messages and their prevalence, as well as about the categories of translanguaging and their frequency. Meanwhile, the qualitative part of the study aims to answer the question about the reasons for translanguaging and their pervasiveness in the analysed “Twitter” messages. This dissertation contributes to the research on the online translingual practices in the context of Lithuanian linguistic research and beyond. It also highlights the need for more comprehensive and ethnology-oriented future research on Lithuanian-English translanguaging. Additionally, it recommends further research on other concepts related to translanguaging, focusing not only on virtual but also on real-life environments and spoken language, involving more than two languages.
... Bilingual children's vocabulary knowledge has been shown to be distributed across languages, severely limiting the extent to which monolingual vocabulary measures can provide accurate insight into performance and development in this domain (e.g., Bedore, Peña, Garcia, Cortez, 2005;Mancilla-Martinez & Vagh, 2013;Oller & Eilers, 2002;Pearson, Fernández, & Oller, 1994). Indeed, Grosjean's (1982Grosjean's ( , 1989 seminal work has long cautioned researchers against the monolingual view on bilingualism (i.e., that the bilingual is, or should be, two monolinguals in one person and should thus have "equal" proficiency in both languages). Yet, there continues to be a reliance on measures designed for monolinguals, and bilinguals' performance is appraised based on monolingual standards. ...
... An additional consideration when attending to bilingual children's vocabulary development is that, unlike their monolingual peers, their language environments are fundamentally different; bilinguals receive input in two languages, though the amount of exposure to each language and children's own use of each language varies widely. Further, the setting (e.g., home vs. school) can play a role in priming bilinguals toward a more monolingual or bilingual language mode (Bialystok, Luk, Peets, & Yang, 2010;Grosjean, 1982Grosjean, , 1989Grosjean, , 2008, underscoring the need to attend to both languages when assessing bilingual children's vocabulary. Yet, standardized English language assessments in the U.S. rarely attend to whether linguistically diverse speakers are included in the norming samples (Luk & Christodoulou, 2016). ...
... On the other hand, children resorted to English at the highest rate on the Spanish-English conceptually-scored receptive and expressive categories for "nouns" and "games and routines," on the receptive categories for "action words" and on the Spanish-English conceptually-scored expressive categories for "places to go" -all likely topics encountered with greater frequency in a school context. Further, the context in which children were assessed likely influenced their patterns of performance as the setting can play a role in priming bilinguals toward a more monolingual or bilingual language mode (see Grosjean, 1982Grosjean, , 1989Grosjean, , 2008. In this case, children attended English-only preschools; they may have responded in English expressively on account of the instructional context. ...
This study examined Spanish-English preschoolers’ (n = 32) vocabulary performance when using traditional English-only compared to measures that utilize conceptual scoring (i.e., vocabulary knowledge in terms of known concepts independent of whether the label for the concept is known in either Spanish or English) designed for and normed on Spanish-English bilinguals. Children’s performance at the item level on the conceptually scored measures was also examined. In English, receptive and expressive average scores were in the below-average ranges.  However, on the conceptually scored vocabulary measures, the average scores were within the average range, receptively and expressively. Examination of children’s performance at the item level suggests there may be differences by language in bilingual children’s receptive and expressive vocabulary performance. The findings underscore the value of utilizing conceptually scored vocabulary measures, suggesting that their use may have potential for differentiate language difference from language disorder among young bilingual learners.
... Besides the plurilingual basis, the process of alternation plays a significant role in the event of code-switching. The latter can be literally found in the definitions of code-switching published by Grosjean (1982) and Auer (1998). According to Grosjean (1982), code-switching is "the alternate use of two or more languages in the same utterance or conversation" (Grosjean 1982: 145). ...
... The latter can be literally found in the definitions of code-switching published by Grosjean (1982) and Auer (1998). According to Grosjean (1982), code-switching is "the alternate use of two or more languages in the same utterance or conversation" (Grosjean 1982: 145). Similar to that is the meaning presented by Auer (1998). ...
The thesis investigated the phenomenon of code-switching among bilingual German-American adolescents living in the surrounding area of the Military Training Area in Grafenwoehr, Germany. The study was carried out in spring 2021 and was based on (1) a questionnaire, (2) the analysis of 70 screenshots from personal WhatsApp chat messages including instances of code-switching provided by the 20 bilingual participants, and (3) personal interviews with six of the participants. Its aim was to gain insights into the following key aspects: sociolinguistic factors influencing language use, distinctions when switching languages, types of code-switching in written WhatsApp messages, reactions and emotions to chat messages including code-switching, and reasons for code-switching. The research project revealed that code-switching is a quite common phenomenon among bilingual German-American adolescents happening in conversations with their bilingual family members and friends. In contrast to that, the adolescents do not consciously mix languages when talking to monolingual interlocutors. Similar rates of intra-sentential and inter-sentential were identified within the text messages, whereas extra-sentential code-switching did not occur in the data set. The confrontation of the adolescents with their personal chat messages including code-switching led to the following reactions: laughter, discomfort, and shock on the one hand, but also self-confidence and determination on the other hand. Possible reasons for code-switching, based on the study, are lexicon, style, society, and identity. The interviews also revealed that most of the adolescents have never questioned their personal language use before and are often unaware of using specific structures.
... Considerando essa necessidade de referir novos conceitos, Grosjean (1982) indica ser, portanto, o empréstimo lexical o principal produto decorrente de uma situação de línguas em contato. É comum que, em uma dada língua, embora haja uma palavra para referir um conceito, uma palavra de outra língua -tida como de aparte importante para deslindar sobre uma determinada pàrkà 'casca de árvore'. ...
... quando um item lexical torna-se um empréstimo e seu emprego não é mais visto como code-switching. O que se pode depreender disso é que o emprego de um dado item não é de imediato visto como empréstimo. Na medida em que esse item passa a existir no repertório linguístico de uma comunidade, seu uso já não pode mais ser caracterizado como alternância.Grosjean (1982), em uma tentativa de distinguir empréstimo de code-switching, explicita que o primeiro não requer fluência em uma segunda língua; torna-se parte do léxico de indivíduos monolíngues e bilíngues; são assimilados por meio de processos morfológicos/fonológicos. Estudos mostraram que nem sempre a palavra ou expressão "emprestada" está integr ...
O presente artigo tem como objetivo apresentar uma situação de contato entre o português e uma língua indígena, na Amazônia. Com base em um referencial teórico da Sociolinguística, observar-se-ão exemplos de possíveis empréstimos e code-switching extraídos de textos publicados em livro de autoria indígena. A metodologia empregada foi a da pesquisa bibliográfica seguida pela seleção de trechos, com características de empréstimos e de code-switching, considerando-se o texto de Treffers-Daller (2023). A situação sociolinguística da língua parkatêjê não permitiu a criação de um corpus monolíngue ou bilíngue por meio do qual se pudesse contrapor os fenômenos em estudo. Desse modo, a pesquisa foi realizada em uma base mais qualitativa, contando com a interpretação dos dados, a partir dos estudos já feitos sobre empréstimo e code-switching. Como resultados, pode-se atestar que ambos os fenômenos são usuais naquele ambiente de contato, havendo empréstimos lexicais, mas também gramaticais, além de um repertório de ocorrências de code-switching, em ambas as línguas.
... However, the formulation of a definition for one who holds two languages is not an easy task. For example, Grosjean (1982) surveyed monolingual and bilingual college students to determine how they interpreted the term bilingual, and both groups indicated bilingual means speaking two languages with an emphasis on fluency in two languages. This perception was most likely influenced by Bloomfield's (1933) classic definition of a bilingual, which refers to a person with native control of two or more languages. ...
... Similarly, teacher candidates seemed to hold a static notion of culture and the boundaries of languages when challenged with the notion of 50:50 bilingualism. Some findings are consistent with previous studies that suggest a view of bilingualism based on monolingual perspectives persists among teachers (Grosjean 1982). However, despite these monoglossic and minimalist views, we found teacher candidates were confident their students could eventually become bilingual even if their parents were not bilingual. ...
This qualitative study delved into the perceptions of “bilingualism” among 60 students in a teacher education program, drawing on survey responses at the outset of their training. Informed by the translanguaging framework, we analyzed teacher candidates’ responses to identify a range of views spanning from minimalist to maximalist and from monoglossic to heteroglossic perspectives of bilingualism. Our analysis revealed many teacher candidates had a strict and narrow definition of bilingualism based on minimalist and monoglossic standards, especially when considering their own bilingual identities, legitimizing only speakers with native-like proficiency in all language domains in two languages as true bilinguals. Interestingly, their conceptions of bilingualism, as future educators, tended to be more maximalist and heteroglossic when they considered the bilingual potential of their future students. These findings will contribute and challenge the discourses that favor and idealize perfect balanced bilingualism. Implications for research and practice for teachers and teacher educators in bilingual settings are discussed.
... A többnyelvűség a bibliai időktől napjainkig a világ népességének nagy részére jellemző (Stavans et al. 2015), és az elmúlt fél évszázad során számos megkerülhetetlen tudományos munka született a témáról (például Haugen 1956;Fishman 1967;Gumperz et al. 1972;Genesee 1989;Bialystok 2001;García 2009). Nemzetközi szinten a többnyelvűség vizsgálatának pszicholingvisztikai megközelítéseibeleértve a második nyelvelsajátítással (például Cook 1991;De Bot el al. 2007) és a kétnyelvű fejlődéssel kapcsolatos tanulmányokat (például Grosjean 1982Grosjean , 2010Genesee 1989;Lanza 1992; Pavlenko 2014) -az egyéni és kognitív folyamatokra, míg a szociolingvisztikai megközelítések a társadalomra összpontosítottak, mind egyéni, mind csoportszinten (például Edwards 2004;Heller 2006;Aronin et al. 2011). Mindezek különböző elméleti megközelítéseket eredményeztek a többnyelvűség vizsgálatában. ...
... Mindezek különböző elméleti megközelítéseket eredményeztek a többnyelvűség vizsgálatában. Alapvető közös tétel, hogy a többnyelvű személy nem egy és ugyanazon személyben levő sok egynyelvű ember összessége (Grosjean 1982), miként a háromnyelvű személy sem három egynyelvű (Herdina et. al. 2002), sem egy kétnyelvű és egy egynyelvű összessége (Hoffmann 2001;Stavans et al. 2015 ...
Anat Stavans – Ulrike Jessner-Schmid (eds.): The Cambridge Handbook of Childhood Multilingualism. Cambridge University Press. 2022. 678 oldal
... Bilinguals may have motivations and reasons for code-switching or code-mixing between two languages. Some justifications for code-switching are offered by Grosjean (1982). Some bilinguals, for instance, combine two languages when they are unable to find the right phrases or expressions or when the language being used does not have an adequate translation. ...
... A lone instance of poetic function was identifies, wherein code-switching supplied to the creative nature of the spoken communication. This finding alins with the insights of Grosjean (1982) concerning the imaginative use of code-switching to develop linguistic appeal. Metalinguistic functions were revealed in six (6) instances, implying that code-switching was used to converse or clarify language. ...
Social media has changed the way people use and share language. Online spaces unite people from different backgrounds, creating a diverse language environment. This study comprehensively analyzed the code-switching types and functions employed by Bisdak (Bisayang Dako) content creators within interview segments shared on the Facebook platform. It also examined the underlying reasons and motivations behind the use of these patterns. The research employed a qualitative research approach, specifically content analysis. The content analysis offered a nuanced lens to interpret how code-switching operates within this digital realm, enabling a comprehensive exploration of language practices embedded in online discourse. The findings reveal that the most prevalent form of code-switching observed was intrasentential, manifesting in 20 instances, closely followed by intersentential code-switching. On the other end of the spectrum, tag-switching surfaced as the least frequent code-switching type, registering a single occurrence in the analyzed dataset. Concerning the functions of code-switching manifested in the spoken discourse, there are four referential, eighteen expressive, two phatic, one poetic, six metalinguistic, and no occurrence for directive code-switching. The underlying reasons behind the use of code-switching are the following: to express cultural affiliation, to emphasize specific points, to signal or establish status, to express emotions, and to create a sense of intimacy. The findings stress the importance of sociolinguistic considerations in fully grasping the tapestry of code-switching's functionality. This research adds a pivotal layer of understanding to the evolving dynamics of language practices in the digital age. | KEYWORDS Code-switching, online communication, Bisdak content creators, language shift | ARTICLE INFORMATION
... At present, being multilingual is a very common phenomenon in many countries in the world. Multilingualism refers to the circumstances in which a person is confronted with more than one language in his/her everyday environment (Grosjean, 1982). Due to changes of language policies and reactions to expanding globalization processes, multilingual pedagogies in education have become widespread in recent years in many countries. ...
Language attitudes in multilingual contexts have been a rapidly growing research area. This paper presents a critical review of research methodology used in 32 empirical studies on learners’ language attitudes in multilingual contexts from 2003 to 2023. Firstly, it starts with a brief introduction to the background and research significance of learners’ language attitudes in a multilingual context. Secondly, this paper gives an overview on language attitudes and the existing literature of language attitudes in multilingual contexts. Thirdly, through the process of paper selection and review, the development and change of quantitative methods or mixed methods with emphasis on the quantitative part are analyzed and identified. Lastly, with a summary of the major findings and future trends of research methods used in this field, the conclusion part discusses limitations of this paper and implications for future research on language attitudes.
... Cultural identity is an additional vital element, due to the fact that trainees try to stabilize the protection of their cultural heritage while adjusting to the multilingual environment, which impacts their use code-mixing [5] [6]. A much deeper understanding of these elements is crucial for creating instructional practices and policies to much better support bilingual pupils, improve their knowledge experience and cultural integration. ...
This study examines the crucial variables impacting the code-mixing behavior of bilingual pupils in Shanghai International School. By studying language policy, curriculum design, school social dynamics and social environment, family language background and cultural identity, the study emphasizes exactly how these components collectively form pupils' language method. Research findings indicate that flexible language policy and bilingual curriculum design encourages the spread of code-mixing, with family language background and cultural identity significantly influencing pupils' language preferences in bilingual settings. This research provides valuable insights for developing more effective curriculum designs and teaching strategies, aiming to optimize bilingual education and promote cultural integration.
... Теоретической базой исследования послужили труды по проблемам билингвизма и мультилингвизма (Stewart, 1968;Fishman, 1980;Grosjean, 1982;Bailey, 2007) Практическая значимость данного исследования состоит в том, что результаты работы могут быть использованы для создания комментариев к стихотворным текстам на китайских идиомах и их перевода; кроме того, результаты работы могут быть учтены при разработке курсов по типологии языка, вариативности языка, а также по истории стихосложения на китайских идиомах и истории китайского языка; данные, представленные в работе, могут также применяться в общих курсах по теории стиха, лингвопоэтике, социолингвистике. ...
This study is devoted to the analysis of poetic texts by the poet Sha Ou (real name Wang Shida), written in the "Sichuan topolect" in the 1940s, with an emphasis on the lexical and syntactic features of these texts. The aim of the research is to demonstrate the non-discrete nature of the linguistic norm used in them, which is formed in conditions of functionally distributed multilingualism. The article examines the use of the local idiom as a means of vernacularizing poetry, which contributes to its accessibility for an illiterate peasant audience. The scientific novelty of the research lies in the fact that, for the first time, the features of the "Sichuan topolect" have been systematized and analyzed on the basis of Sha Ou's poetry in the form in which it was used in the literature of the 1940s. The work focuses on how the use of local idioms contributes to the formation of cultural-linguistic and social identity. It also investigates the interaction of oral and written traditions, which allows for the identification of new aspects of the influence of dialects on the literary language and their role in socio-cultural transformation. The results obtained show that the "Sichuan topolect" in the texts of the 1940s represents the lingua franca of Sichuan – the Chengdu-Chongqing dialect. Sha Ou's poetry demonstrates a variety of dialectal inclusions – from individual dialectal lexemes to syntactic constructions and word-formation models atypical of the standard language.
... Saat ini bahasa daerah yang ada di Indonesia memiliki penutur yang banyak (Tartila, 2020), namun jarang digunakan dalam percakapan sehari-hari, sehingga terancam punah (Abdurrahman, 2006). Grosjean (1982) melaporkan bahwa terdapat dua pola hubungan penggunaan bahasa yang dapat diamati, yaitu pemertahanan bahasa dan pergeseran bahasa. Kesetiaan dan loyalitas penggunaan bahasa dengan segala faktor pendukungnya menurut (Purwasih, Filia, & Sobar, 2019) dapat menyebabkan bahasa tersebut bertahan dan berkembang, sedangkan ketidaksetiaan penutur terhadap bahasanya dapat menyebabkan terjadinya pergeseran bahasa yang pada akhirnya bahasa tersebut terancam punah. ...
Bugis language is one of the Bugis ethnic cultural identities, which is still considered safe because it has a very large number of speakers throughout Indonesia. However, this language may undergo an extinction process, if there are no strategic efforts to maintain it. Therefore, the purpose of this study is to reveal the strategy of retaining Bugis speakers in Lombok to preserve the local language. The research was conducted at Paremas East Lombok in June-August 2019. This research used a descriptive quantitative approach. The results showed that the number of Bugis speakers in Lombok still exists, but the number is very small. Strategy to maintain the Bugis language in Lombok can be carried out in several steps, namely, encouraging Bugis people to continue to use the Bugis language in everyday life, promoting the use of Bugis language in the mass media, providing opportunities for Bugis ethnic students to learn their local language at school, and enlivening traditional art activities by telling stories using the Bugis Language. Keywords: local language, Bugis, ethnic, speakers
... Currently, local languages in Indonesia have many speakers (Tartila, 2020), but are rarely used in daily conversation, so they are threatened with extinction (Abdurrahman, 2006). Grosjean (1982) reported that there are two patterns of language use relationships that can be observed, namely language maintenance and language shift. Loyalty and loyalty to the use of language with all its supporting factors according to (Purwasih, Filia, & Sobar, 2019) can cause the language to survive and develop, while the speakers' disloyalty to their language can cause language shifts which in turn endanger the language. ...
Local language as a cultural treasure is very different from the sociolinguistic perspective. Culture positions local languages as wealth and relics of human creativity and karsa in the past which are very meaningful and must be maintained and preserved. When correlated with the nature of culture, of course, local languages are included in a dynamic culture which means that they will experience language deconstruction and/or reconstruction. It is impossible if the language does not accept a concept or vocabulary from another language. This means that the language will experience development both in terms of the vocabulary it has or the concept and its use. The use of language must be positioned not only as a tool for communication but as a cultural result that must be maintained and preserved. This paper tries to explain how local language preservation occurs in Indonesia in the realm of culture and sociolinguistics.
... -works on various aspects of interference in the process of learning multiple languages (Juhasz, 1969: 195-198 -works that reflect the specifics of the methodology of teaching a second foreign language (Bausch, 1995: 445-451;Christ, 1994: 72-78;David, 1991;Ervin, Osgood, 1954;Ervin, Osgood, 1965;Harrison 1973, Nikolaieva, 2002 -scientific publications related to the consideration of psychological patterns of interaction in the process of foreign language communication (Grosjean 1982;Hamers, Blane 1989;Weinreich 1977 etc.). ...
The article presents a methodology for overcoming grammatical interference in the context of learning multiple languages. This methodology is based on a rational approach and involves a comprehensive system combining learning content, principles, methods, techniques, tools, technologies, and diagnostic measures to achieve optimal results while minimizing effort. The proposed model follows an algorithm with key stages: identifying grammatical phenomena, analyzing their similarities and differences across languages, predicting difficulties, interpreting grammatical functions, systematizing knowledge, applying grammar in communication, and evaluating the effectiveness of learning outcomes. These tools are supplemented with a system of exercises and real-life communication tasks to address common and distinctive grammatical challenges. Experimental testing demonstrated that students significantly improved their practical mastery of German grammar. The study highlights the importance of psychological and pedagogical conditions, including the sequence of learning stages, rationalization tools, and real-life tasks, to support the learning process.
... Estos ejemplos muestran que a diferencia del cambio de código que implica más un estilo creativo de habla o estrategias discursivas (Appel & Muysken, 1996;Grosjean, 1982), la alternancia de lenguas puede estar altamente influenciada por el grado de dominio que se tengan en las lenguas. Por ello, no es de sorprender que existan múltiples casos de interacción en las familias bilingües en donde los padres, que mantienen la L1 como lengua materna, les hablen a sus hijos en la L1 y los hijos, que cuentan con un bilingüismo receptivo, les respondan en la L2. ...
Esta investigación examina la transmisión intergeneracional del zapoteco en Santa María Xadani, Oaxaca, con el objetivo de evaluar su continuidad o interrupción en las nuevas generaciones. Se analizan las condiciones familiares y comunitarias que influyen en el uso del zapoteco y la motivación de los padres para transmitirlo. Utilizando un enfoque mixto, la fase cuantitativa incluye una encuesta a 185 niños y adolescentes, mientras que la fase cualitativa se basa en entrevistas a madres hablantes nativas. Los resultados muestran que la mayoría de los jóvenes conservan el zapoteco como lengua materna y lo usan cotidianamente, respaldados por la alta competencia lingüística de los padres. Sin embargo, existen presiones que afectan las prácticas lingüísticas en el hogar. Se concluye que la transmisión del zapoteco continúa de manera sólida gracias a las prácticas familiares y el valor simbólico de la lengua.
... Selon rançois Grosjean (1982), lorsqu'on parle de bilinguisme précoce, on note, en effet, beaucoup d'idées fausses. La première serait que le bilinguisme précoce retarde l'acquisition du langage chez l'enfant. ...
Despite the emergence of the BRICs (Brazil, Russia, India, China) and their effects on development aid in sub-Saharan Africa, as well as framework laws on development cooperation: such as Heavily Indebted Poor Countries initiative in 1996, the Multilateral Debt Cancellation Initiative in 2005, the 2015 Sustainable Development Goals, etc., “good institutions” and “good practices” are still not available in daily practice in sub-Saharan Africa. Why this developmental delay? Why, despite the efforts of the Bretton Woods institutions and the influx of capital, the development of the so-called poor countries is still not a reality? For a real development of these countries, there is a need of sustainability in the process of communication, a “communicational sustainability” as it is described by Bearth (2013) in his work. Initially, the concept was developed to define the position and role of the local language in communication related to sustainable development in multilingual sub-Saharan African’s countries. Subsequently, this conceptual point of view, a necessary condition for real development, was recast in an aggregate composed of three complementary and interdependent faces. In this article, we determine the position of the local language, 4th leaf of the clover for sustainable development, as well as its role in sustainable development programs and projects. We illustrate the importance of the local language by insisting on its use as a language of schooling like the foreign languages, such as English, French, etc. There will then be an African youth with the needed abilities, in terms of capacity building for a sustainable development in the countries of sub-Saharan Africa.
... Chinese-English code-mixing has become increasingly prevalent in Chinese society recently and can be observed in daily communication and on various platforms, including the internet, social media, newspapers, and magazines. The code-mixing language, especially MAWs, is an integral part of Chinese language use because people locate appropriate expressions when no suitable translation is available (Grosjean, 1982), for example, there"s no canonical equivalent of "B 超"; and it has pragmatic value in terms of directness and conciseness (Huang, 2003), for instance, "GPS" is more precise and simpler than "全球定位系统". The embedded English components primarily consist of idioms, high-frequency words or phrases, proper nouns, and abbreviations (Yang, 2008). ...
This research study describes the implementation and assessment
of an action research project carried out by an instructor at an Indonesian
institution, with an emphasis on the use of project-based learning (PBL) to
teach Chinese as a second language with the use of technology. The aim of
this study was to investigate the efficacy of PBL in Chinese language and
culture teaching by soliciting input from students and instructors on their
experiences and impressions of it. Data was acquired through student
interviews, questionnaires, analysis of project outputs, classroom
observations, and teacher diaries. The findings show that PBL is an effective
technique for simultaneous language and culture acquisition, as well as the
development of other abilities. PBL is successful in engaging and
motivating students, promoting cultural understanding, and increasing
Chinese language ability. Although students encountered difficulties in
using the target language throughout PBL, notably in sentence construction
and character memorization, they were able to recognize their language
shortcomings and requirements and shown a strong desire to overcome
them. Throughout the PBL process, the teacher created a collaborative
connection with the students, taking on the roles of both learner and
facilitator of their learning. This study also emphasizes the importance of
teacher research as a useful tool for practitioners investigating student
learning outcomes and instructors' teaching strategies, especially when
introducing technology into language education.
... 31% of parents in this group still reported concerns about their child refusing to speak the home language and 27% reported language mixing concerns. These are of course perennial concerns in language maintenance and FLP literature (Grosjean 1982;Lanza 1992), so the finding is not in itself surprising. By contrast, concerns about home language delay, unclear pronunciation or lack of comprehension were much lower, at 11%-16% of the group. ...
... Los hablantes bilingües realizan la alternancia entre dos o más lenguas cuando: les falta vocabulario en una de ellas respecto al tema en conversación, quieren enfatizar el mensaje, necesitan seguir la conversación en la última lengua empleada, desean ampliar la información, marcar identidad con el grupo, mostrar solidaridad, transmitir intimidad, expresar rabia, excluir a alguien de la conversación, cambiar de rol, entre otros (Grosjean, 1982). ...
El libro muestra cómo la lengua quechua en tanto lengua minorizada, más por la voluntad e iniciativa de sus hablantes que de procesos de planificación lingüística, incursiona en el ecosistema digital, un territorio nuevo, ajeno a la dinámica lingüística y cultural indígena.
... The most basic definition of code-switching which Hoffmann (1991), suggests, is that, it is the alternative use of two languages or linguistic varieties during the same conversation or within the same utterance. Grosjean (1982, as cited in Nurhamidah et al. 2018, was the first person who termed code-switching as language alternation, but the first American linguist and writer to suggest code-switching, whereas to describe people's ability to move between languages and dialects, was Haugen (1956), as he stated it like, while speaking, a bilingual adds terms from a language that he hasn't fully assimilated, to his speech. Gardner-Chloros (2009, 4), in his book, besides defining code-switching as it describes how bilingual individuals employ multiple languages or dialects in the same sentence or discussion; with a footnote, he provides the information that "code-switching is sometimes found in the literature written as two separate words, sometimes with a hyphen and sometimes as one word. ...
Over the years, academics from all over the world have discovered that learning a language can face several challenges and limitations that typically lead to more serious issues. It has been revealed that for certain language learners, acquiring a second language can be traumatizing. One of the things that started this experience is feeling worried, tense, and apprehensive, especially when talking to people. It is the opinion of many researchers in all areas of language education and learning that using code-switching in foreign language classrooms promotes learning. Nevertheless a significant amount of evidence suggests that this impairs learning and prevents students of exposure to the second language. This study discusses teachers and students’ views regarding the practice of code switching in English as foreign language (EFL) classrooms at university level. It also discusses the role of code-switching to students’ first language (Kurdish). In order to reach a valid and reliable data, two data collection methods are chosen. Data is collected through a close-ended questionnaire to students and a semi-structured interview for university level language teachers’ views concerning code-switching. This study is conducted in Kurdistan, from the universities of Sulaimani, Halabja and Charmo. ‘112’ EFL learners are asked to give their responses to a 16-item questionnaire focused on the effects of code-switching applied in the EFL classroom. The interviewees are all Kurdish native speakers who teach English language at university level. The interview data is selectively extracted from the viewpoints of the instructors. The findings generally revealed that code-switching is employed by students in various circumstances because of their limited competence in the target language. In addition, the experienced instructors argued that code-switching can be used in specific restricted situations.
... Gumperz, 1982;Grosjean, 1982;Appel;Muysken, 1987;Frizzo;Horst, 2021. 3 UNESCO Ad Hoc Expert Group on Endangered Languages. ...
Language, identity and culture are deeply linked, even in a world increasingly connected online. In Brazil, researchers have developed Linguistic Atlases to document and understand the results of different linguistic contacts. The "Atlas of Languages in Contact at the Border: Western Santa Catarina" (ALCF-OC) focuses on recording the different linguistic varieties of Portuguese used by descendants of Italian, German, Russian, Polish and Israeli immigrants in the West region of Santa Catarina. This article examines the linguistic vitality of talian in Riqueza, Santa Catarina, taking into account the beliefs and linguistic attitudes of Italo-Brazilians. The research follows the principles of Pluridimensional and Relational Dialectology and UNESCO parameters, aiming to identify factors that influence the maintenance or replacement of the minority language, encompassing dimensions such as generation, class and gender. Riqueza, an agricultural municipality colonized by German-Russian and Italian immigrants, is a dynamic scenario, considering linguistic and extralinguistic factors. The results indicate the low vitality of talian in Riqueza, attributed to social factors, including the diminished prestige, the lack of intergenerational transmission, the negligence of public authorities in relation to its teaching and registration, among others.
... Code switching occurs between styles (formal or informal) and also between languages. According to Grosjean (1982), some bilinguals engage in code mixing when they are unable to get a proper word to express themselves or their view in the code in use or when there is no translation for the language being used. We can summarize by quoting Khubchandani (1985) in (El Saghir 2010:6), "Code switching and code mixing are different devices or linguistic stratification at the disposal of a speech community. ...
This paper discusses the role of language in national integration. Beyond the communicative use of a language lies its use as a unifying or divisive tool especially in multilingual nations like Nigeria. Using a descriptive approach, we examine the linguistic status of Nigeria with emphasis on its diversity and how this diversity can be harnessed for national integration through Nigerian songs. To achieve this, we discuss the language practice of code switching and code mixing in five selected Nigerian songs. It is observed that although the practice of code switching and code mixing by most Nigerian artistes may not be primarily motivated by the need for national integration, the aftermath of this practice fosters and enhances national integration. These five selected songs with evidence of code switching and mixing are not limited to any group of audience but are embraced by all ethnic groups in Nigeria. Most times, the Nigerian audience consciously or unconsciously rote learn the lyrics of these songs not minding the language barrier. Seeing that the practice of code switching and code mixing is appealing to the sensibilities of the Nigerian audience, more Nigerian artists are willing to forge partnership with artistes from other ethnic divides. Nigerian artists have inspired and displayed positive attitudes towards variety in speech and language in the midst of diversity. As El-Saghir (2010) puts it, they have come out of their language codes to a neutral ground which speaks expressly of language in diversity. We opine that although code mixing is a common linguistic tool used by most people in their daily affairs, its use in Nigerian songs can promote unity and engender in the minds of listeners, interest in a language other than theirs and therefore, should be encouraged. It also promotes an inclusive culture where both the majority and minority languages are represented in the Nigerian music industry.
... The phenomenon of code-switching is a widely discussed topic among sociolinguists, psycholinguists, and linguists who study language contact. According to scholars many scholars, code-switching presents various challenges in different contexts (Auer, 1995;Gumperz, 1976Gumperz, , 1982Grosjean 1982Grosjean , 1992Grosjean , 1998Grosjean , 2008Myers-Scotton 1993, 2002, 2006Muysken, 1995Muysken, , 2000Poplack, 1980Poplack, , 2015and Gardner-Chloros, 2009). Myers-Scotton (1993) defines code-switching as "the selection by bilinguals or multilinguals of forms from an embedded variety in utterances of a matrix variety during the same conversation" (p. ...
The focus of the current study is on investigating code switching and interference in the oral communication of Kazakh-Russian bilinguals. Particular emphasis is given to exploring the relationships between various types of code switching as interference and their impact on speech. The study collects data from interviews with popular young men and employs componential analysis as the primary research methodology. The paper examines how interference affects both pragmatic and structural changes in speech, and it is argued that social factors are linked to the negative effects of interference and the specifics of code switching in Kazakh-Russian bilinguals' communication. The study reveals that the native Kazakh language underwent morphological and structural alterations as a result of the deliberate selection of code-switching types, and the influence of Russian as a guest language has played a significant role in these changes. Overall, this study sheds light on the complexities of language interactions and the potential impact of bilingualism on linguistic diversity.
... Children who grow up bilingually usually display language patterns that deviate from monolingual speech (Quick et al., 2019), and alternating between languages is seen as a widespread and significant phenomenon in bilingualism (Grosjean, 1982). Code-switching has been studied from the sociolinguistic (Ludi, 1987), grammatical (Amuzu, 2005;Maschler, 2000), and language use and speaker perspectives. ...
This case study explores the bilingual upbringing of a 5 year 2 months old child in Turkish and English through “non-native parents (NNP) strategy” within a context where English is neither the first nor the majority language of the community. Drawing on the Parental Discourse Hypothesis (Lanza, 1992) and Modeling Hypothesis (Comeau et al., 2003), the researchers examined not only the development of the child’s English, but also the approach of the father towards the child, and his self-perception as a father seeking opportunities to raise a bilingual child. The data were collected by means of a series of video recordings of the interaction between the child and the father, as well as via two semi-structured interviews with the father. The findings show that even quite limited exposure to a (second) language may lead to the acquisition of that language thanks to strict adherence to NNP strategy, and the parents’ concentrated efforts at refraining from code-mixing in their own speech.
... There is agreement in the literature that learning new languages involves cross-linguistic influence (also called transfer effects). Work on individuals mastering two languages shows bi-directional influence (Jarvis & Pavlenko, 2008), and most scholars in the field of bi-and multilingualism research agree that the linguistic behaviour of bi-and multilinguals has specific characteristics that distinguish them from (idealised) monolinguals (Cook, 1992;Grosjean, 1982). Learning a third or additional language is considered fundamentally different from learning a second language by some scholars in the field (Cenoz, 2003;Jessner, 2006). ...
... Traditional L2 classrooms often do not accept code-switching due to the misconception that it indicates incomplete knowledge of one language (Park, 2013). Grosjean (1982) and Poplack (2000) define code-switching as the alternation of two languages within a single discourse, sentence, or constituent (cf. Zhong, Ang & Sharmini, 2023). ...
Code-switching in language classrooms is a contentious topic of debate, with some experts advocating for the monolingual use of the target language as the medium of instruction, while others support a bilingual approach such as code-switching and translanguaging. This paper examines the motivations for code-switching and the perceptions of both lecturers and students on bilingual practices in French and Francophone Studies classrooms. The study adopted a mixed research design, gathering data through interviews, classroom observation and an online questionnaire using a Google Form interface. The questionnaires were distributed to students via their WhatsApp platforms. A total of 120 French students filled out the questionnaires and 5 lecturers were selected for the interview session. The findings revealed that lecturers employ code-switching to address the linguistic needs of both Anglophone and Francophone students in the classrooms. The reasons for code-switching included students’ limited language background, low proficiency in the French language, inadequate teaching materials, situational factors, and the relevance of other languages in French classrooms. Overall, the majority of the lecturers and students expressed a positive perspective towards code-switching use in the classroom stating that such code choices facilitate the understanding of concepts and contribute to interactive classroom experiences. There was, however, the caution against its pervasive use as it hinders the ability to learn and speak the French language.
... Bilinguals, by virtue of their dual linguistic capability, occupy a unique space in crosscultural interactions (Grosjean, 1982). While they can serve as bridges, their translations are not always neutral. ...
In the evolving dynamics of cross-cultural communication, understanding the biases that play a role in language translation is crucial. This research, using the Critical Incident Technique, delved into the nuances of how bilingual Japanese individuals provide translations to non-Japanese speakers, based on the relationship between the translator and the recipient. The findings reveal a notable distinction: bilingual Japanese individuals tend to offer a more positive and intricately detailed translation for non-Japanese-speaking friends as compared to non-Japanese-speaking strangers. This behavior suggests a predominant inclination among Japanese to "protect the face" of those they share closer bonds with, by casting the original message in a more positive light or providing more comprehensive translations. This observed phenomenon not only underlines a cultural aspect of Japanese communication, which prioritizes harmony and face-saving, but also indicates a willingness among Japanese speakers to invest greater effort in the translation process for their friends. The study underscores the inherent biases that can shape Japanese to English translations based on relational closeness, thereby emphasizing the importance of understanding socio-cultural contexts in cross-linguistic interactions.
... Interference is generally regarded as a speech symptom that only occurs in bilinguals, and the event is a language deviation. Thus, interference can be understood as a form of error caused by bringing the speech habits of the dialect or first language into the dialect of the second language (Grosjean, 1982;Hidayat & Setiawan, 2015). This contact causes mutual influence in its application between the first language system and the use of the second language system, and vice versa. ...
In formal educational institutions, mastering English as a second language is a must, especially for students majoring in English. Language mastery often poses challenges because each language has different elements. Proficiency in a foreign language such as English involves mastering four language skills, including writing essays. This study presents research results regarding Indonesian syntactic interference in English essays. This study used a descriptive qualitative method. The analysis begins by reviewing all available data from respondents, and the steps are 1) Collecting exam data, 2) Identifying errors due to syntactic interference, 3) Classifying errors according to indicators of syntactic interference, and 4) Explaining student errors in English essays. Research findings show that, although many students can write English essays with correct grammar, students, especially in their fourth semester at FKIP UMSU, still show the influence of Indonesian in the sentence structure of their English essays.
... En efecto, las concepciones de bi-pluri-y multilingüismo, como la adición de dos o varios monolingüismos, se han deconstruido desde los años 70 con la constitución del bilingüismo y el multilingüismo como campos científicos (Grosjean, 1982;Heller, 2007). Más recientemente, esta deconstrucción ha sido posible gracias a visiones contemporáneas del uso de dos o más lenguas por parte de un individuo. ...
En esta nota de política exponemos las complejidades relacionadas con la diversidad lingüística en Colombia, destacando las relaciones asimétricas de poder que perviven entre diferentes grupos lingüísti-cos y examinando las diferentes interpretaciones del plurilingüismo y el multilingüismo. Señalamos que las nociones tradicionales de bi-, multi-y plurilingüismo han sido desafiadas en los últimos años, y, en cambio, abogamos por perspectivas contemporáneas que re-conocen el uso de múltiples lenguas o formas de hablar por parte de individuos y comunidades como una práctica social compleja que está influenciada por factores sociohistóricos y culturales. Final-mente, formulamos recomendaciones con implicaciones políticas desde una perspectiva de pluriversalidad, que reconoce y abraza la diversidad lingüística como un recurso para crear una sociedad más justa, democrática, intercultural e inclusiva.
... The ability to communicate is a ubiquitous experience for humans, from childhood to older age. Societies are increasingly multilingual, with most of the world's population using more than one language (Grosjean, 1982(Grosjean, , 2010Grosjean & Li, 2013). Societies are also increasingly mobile and people often migrate to a different country at different stages of life, with the need to quickly acquire the new community language or culture. ...
Bilingualism is an experience that varies across a continuum and can change across the lifespan. Psychometric research is an underexplored avenue with the potential to further our understanding of the mechanisms and traits underlying bilingual experiences. Here, we developed and validated a social network questionnaire to measure sociolinguistic features in 212 individuals via personal social network. Confirmatory factor analysis examined the measurement structure of the variables. Compared to a one-factor model, the best fitting model was a two-factor model in which the language experience of the individual (i.e., ego) and the language experience of the individual's network (i.e., alters) were correlated latent factors under which aspects of the bilingual experience loaded. Additional analyses revealed other potential ways to examine the data in future analyses. These results provide the first measurement model of bilingual experiences, and provide support for theoretical accounts suggesting differential neuropsychological outcomes based on individual bilingual variability. The results also support the use of social network tools to capture differences in bilingualism.
... 118-120) suggest a range of motives for CS use, including: (i) Referential function caused by a lack of language competence (code-confusing); (ii) Directive function to exclude certain persons from (portions of) the conversation, like children and buyers; (iii) Expressive function to emphasize a mixed identity; (iv) Phatic function to change the tone of the conversation (private-official, friendly-hostile); and (v) Metalinguistic function to impress others with language skills. Grosjean (1982) provides a thorough overview of the factors that influence language alternation in bilingual and multilingual contexts. Language choice is usually determined by a combination of several factors. ...
The main objective of this paper is to explore the alternation between languages, or what is recognized as the code-switching (CS) phenomenon among English language instructors in Egyptian universities. This is conducted by investigating the various purposes that might urge university instructors to code-switch between English and Arabic in their class interactions. This study, therefore, probes the extent to which code-switching is dexterously used in classroom discourse to communicate particular conversational and educational purposes pertinent to the teaching and learning process. Data are taken from 10 classes taught by five university teachers (two classes each) at the English Department, Cairo University. Data are collected through audio recordings of teachers' interactions in the class, and extracts from the participants' speeches are transliterated and analyzed. There are two overarching research questions in this study: first, do Egyptian university teachers of English code-switch? Second, what are the functions of teachers’ code-switching in classroom interaction? Findings indicate that there are instances of code-switching in the discourse of all five participants at varying levels. Findings also reveal a variety of conversational and educational purposes triggering code-switching by the participants. Despite the fact that the findings revealed in this paper are solely thought to be relevant to CS among English language instructors in Egyptian universities, they can be further applied to other classroom discourses and in other EFL settings.
... While there are many terms and overlapping concepts in the bilingualism and language contact literature, code-switching can for simplicity's sake be considered the umbrella term for the phenomenon of the simultaneous use of two languages in one conversational exchange. Code-switching thus predictably and predominantly occurs among bilingual speakers sharing the same or overlapping linguistic repertoires (Grosjean 1982;Poplack et al. 1988;Wei 2005;Woolard 1989). This shared linguistic background of interlocutors automatically establishes them as members of an in-group, which code-switching can either serve to confirm or help to establish. ...
The study tires to explore the frequency of code-switching in classroom between minority language speakers and majority language speakers. And the way identity is created and portrayed using a language. For this purpose, students from different universities of Peshawar were studied. Data was collected with the help of online surveys and interviews. Different reasons came up for code-switching.
Code-switching helped students talk or discuss those topics which were difficult for them to communicate in second language. Another reason of code-switching was to create relations with peers and form a bond. Majority language speakers switched between languages more freely as compared to minority language speakers. Majority or dominant language was understandable to larger number of people. Whereas minority language speakers usually switched to their native languages with peers who shared same the language. Using a specific language or code-switching to a specific language indicated about their background. And students also used to code-switch to
maintain and implicitly tell about their cultural background.
In recent years, Türkiye has received significant number of immigrants from various countries for different reasons. One of the most fundamental factors in the adaptation of foreigners or immigrants to the country they settle in is language. In this respect, this study focuses on the use of Turkish by foreigners settling in Türkiye and the linguistic difficulties they face. The study's descriptive survey model sample includes 251 participants from various nationalities who have settled in Antalya. The opinions of the participants on their use of Turkish in daily life and the difficulties they encounter while using Turkish were collected through a questionnaire and analyzed using SPSS 25 program. In the study, frequencies and percentages were used for the distribution of descriptive characteristics of foreigners' use of Turkish and the difficulties they face; Pearson correlation test was used to show the relationship between them; Independent samples t-test, ANOVA and Kruskal-Wallis test were used to show the comparison of these according to age, gender, length of stay in Türkiye , place of residence, mother tongue and educational background variables. The study's findings indicate that the level of Turkish usage among foreigners residing in Türkiye is moderate. Native speakers of Russian use Turkish more than native speakers of English, those living in the city center use Turkish more than those living in villages, and women use Turkish more than men. In addition, native speakers of English have more difficulty learning and using Turkish than participants from the Turkic Republics. Morphological and syntactic features of Turkish, alphabet differences, and differences between standard and colloquial Turkish are the main difficulties experienced by foreigners. Türkiye, son yıllarda çeşitli ülkelerden farklı nedenlerle önemli sayıda göç almıştır. Yabancıların veya göçmenlerin yerleştikleri ülkeye uyum sağlamalarındaki en temel etkenlerden biri dildir. Bu açıdan bu araştırmada Türkiye'ye yerleşen yabancıların Türkçeyi kullanma durumları ve karşılaştıkları dilsel zorluklar üzerinde durulmuştur. Betimsel tarama modelinde yürütülen araştırmanın örneklemini Antalya'ya yerleşen, farklı milletten 251 katılımcı oluşturmaktadır. Katılımcıların günlük hayatta Türkçeyi kullanma durumları ve Türkçe kullanırken karşılaştıkları güçlüklere ilişkin görüşleri anket vasıtasıyla toplanmış ve SPSS 25 programı kullanılarak analiz edilmiştir. Araştırmada yabancıların Türkçe kullanma durumları ve karşılaştıkları zorluklara ilişkin betimsel özelliklerin dağılımı için frekans ve yüzde; bunlar arasındaki ilişkiyi göstermek için Pearson korelasyon testi; bunların yaş, cinsiyet, Türkiye'de bulunma süresi, yerleşim yeri, ana dili ve eğitim durumu değişkenlerine göre karşılaştırılmasını göstermek için de Bağımsız örneklemler t-testi, ANOVA ve Kruskal Wallis testi kullanılmıştır. Araştırma bulgularına göre Türkiye'de yerleşik olarak yaşayan yabancıların Türkçeyi kullanma durumları orta düzeydedir. Ana dili Rusça olanlar İngilizce olanlardan, şehir merkezinde yaşayanlar köyde yaşayanlardan, kadınlar erkeklerden daha fazla Türkçe kullanmaktadır. Ayrıca ana dili İngilizce olanlar, Türk Cumhuriyetlerinden gelen katılımcılardan Türkçe öğrenme ve kullanmada daha fazla zorluk yaşamaktadır. Türkçenin morfolojik ve sözdizimsel özellikleri, alfabe farklılıkları ve standart Türkçe ile günlük konuşma dili arasındaki farklar yabancıların yaşadığı temel zorluklardır. Anahtar kelimeler: İkinci dil öğretimi, Türkçe öğretimi, iki dillilik, dil becerileri.
With the concept of constrained communication, which marries research directions in second language acquisition and translation studies, more attention is focused on the shared cognitive constraints with bilingual activation in learning and translating. Although many studies have examined the constrained language with corpus methods, the perspectives could be diversified with elicitation approaches from cognitive linguistics. This study explores the cognitive constraints underlying the encoding of motion events in L2 French and compares the lexicalization patterns of Chinese-French bilinguals between description and translation tasks. This study focuses on four aspects of motion encoding: verb locus, other locus, semantic density, and syntactic packaging. Findings indicate that cognitive constraints are shared between task types, with differences in the extent of variation from L1 patterns. Specifically, translation tasks demonstrate greater shifts towards L2 attunement than description tasks, highlighting the role of task demands in bilingual production.
This phenomenological study explores English language teachers’ perspectives on the implementation of translanguaging as an educational strategy in Turkey. Translanguaging, conceptualized as a dynamic practice accepting bilingual output as a singular linguistic repertoire, challenges traditional models of bilingualism. Guided by García and Li (Translanguaging: Language, bilingualism and education. Palgrave Macmillan, 2014), teachers design lessons and activities motivating meaningful interactions, fostering collaboration, and facilitating the production of the target language. Applying a constructivist educational philosophy, the study utilizes individual and social constructivism alongside the zone of proximal development. Data, collected through semi-structured interviews and framed narratives from ten English language teachers, underwent thematic analysis using MAXQDA software. The study reveals that English language teachers in Turkey find translanguaging effective across tasks, collaborative work, knowledge enhancement in both L1 and L2, teaching content, and as a feedback mechanism. Teachers have positive perceptions, firmly believing that translanguaging enhances learners’ literacies while emphasizing its pivotal role in fostering enriched language learning experiences. This study contributes to the discourse on translanguaging, offering insights into its diverse applications and affirming its potential as a transformative pedagogy in the context of English language teaching in Turkey.
La región del Vaupés se destaca por su diversidad lingü.stica, con unas 25 lenguas pertenecientes a cuatro familias lingü.sticas diferenciadas. Esta región atraviesa un proceso acelerado de pérdida de varias lenguas minorizadas. Existe un vacío teórico sobre las prácticas comunicativas de los hablantes multilingües y del desplazamiento lingü.stico ligado, entre otros, a la educación que ha privilegiado la reproducción de los conocimientos hegemónicos y una orientación monolingüe (en español) en las escuelas, en detrimento de las lenguas y culturas indígenas. Este artículo tiene como propósito contribuir al estudio de las dinámicas de interacción lingü.stica, así como a la discusión y reflexión sobre propuestas de enseñanza inclusivas y sensibles a la diversidad de lenguas, culturas y sistemas de pensamiento de estos grupos. Los datos y las reflexiones que presentamos se derivan de una investigación que combina la metodología de documentación lingüística y un enfoque etnográfico titulada Retos de la educación intercultural y la enseñanza de lenguas indígenas en contextos multilingües. Una mirada a las dinámicas de uso, pérdida y a las valoraciones de la lengua de origen (2022-2024). Se encontró que la escuela en el Vaupés ha contribuido a la hispanización lingü.stica y cultural de estos grupos. Además, el desconocimiento de los repertorios lingü.sticos de sus hablantes promueve procesos de desigualdad e injusticia social y epistémica.
The study was conducted in a selected secondary school in Matabeleland South Province of Zimbabwe where the problem of mother tongue interference on the teaching and learning involving African indigenous languages was detected. The inquiry adopted a qualitative paradigm while interviews and observations were data gathering instruments. The population comprised the Head of Department (HOD), IsiNdebele teachers and learners. The sample consisted of an HOD, two IsiNdebele teachers and forty form one and form two learners altogether. Collected data were thematically presented, discussed and analysed. Revealed in the study was that mother tongue interference is inevitable and has negative and positive effects. Although mother tongue interference is perceived negatively, its importance in education is that it provides the basis for acquiring of the target language. Hence, this spontaneous featuring should not be perceived as interference. Instead, it should be used to consolidate the acquisition of concepts in the target language.
Tujuan penelitian ini adalah menganalisis potensi kosakata seni tari Bali yang dapat dijadikan kosakata bahasa Indonesia sesuai dengan kaidah penyerapan kosakata dan karakteristik kosakata seni tari Bali ditinjau secara morfologis, sintaksis, dan semantik yang penting dijadikan kosakata bahasa Indonesia. Subjek penelitian ini adalah dokumen yang berupa kamus, yaitu KBBI V (Kamus Besar Bahasa Indonesia V) (kamus online tahun 2016) dan Kamus Seni Tari Bali (tahun 2019). Data yang telah terkumpul kemudian dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa potensi kosakata seni tari Bali yang dapat diserap ke dalam bahasa Indonesia sesuai dengan kaidah penyerapan kosakata ke dalam bahasa Indonesia ditemukan sebanyak 37 buah. Karakteristik kosakata terseb Secara morfologis, kosakata seni tari Bali yang perlu diserap ke dalam Bahasa Indonesia ditemukan sebanyak 25 buah (67,57%) berupa kata dasar dan sisanya 8 buah (21.62%) berupa kata berimbuhan dan 4 buah (10,81%) berupa kata majemuk, dan tidak ditemukan kosakata yang berupa kata ulang. Dari segi kelas katanya, ditemukan kosakata seni tari Bali yang perlu diserap ke dalam Bahasa Indonesia sebanyak 28 buah (75,67%) berupa kata benda atau Noun (N), 8 buah (21,62%) kerupa kata kerja atau Verba (V), dan 1 buah (2,71%) berupa kata sifat atau Ajektif. Yang menarik, dari segi semantik, ditemukan 8 buah (21,62%) kosakata seni tari Bali yang bentuknya sama dengan kosakata dalam dalam bahasa Indonesia, tetapi maknanya berbeda sehingga membentuk kata homonim (lihat data nomor 2, 3, 7, 8. 13, 24, dan 34).
This chapter focuses on the language of tourism promotion and offers an overview of the role and features of promotional language, its importance, and its relationship to the language of tourism. It begins by familiarising the reader with some key principles of the language of advertising, which serves to highlight that tourism discourse shares many elements with it. The chapter then focuses in more depth on destination promotion and how it is achieved. The significance of destination image is explained, and a model is presented detailing the factors that affect destination image formation. One of the factors identified is the cultural background of the potential tourist, which supports the idea that the tourism message needs to be adapted for different cultural audiences. The chapter concludes by examining the main functions of the tourism text and how these are realised linguistically.
This study provides a comprehensive analysis of multilingual education, highlighting key issues, methodologies, and future directions in this area. Based on the theoretical foundations of Vygotsky and Krashen, as well as practical approaches such as project-based learning and task-based language learning, the study highlights the importance of multilingual competence for future educators. The key findings highlight the need for reforms in teacher training, starting with teaching in the students’ native language, which promotes deep understanding and active participation in the educational process. Serious problems related to teacher resources and training are discussed, as well as the adaptation of teaching strategies to linguistic diversity. The presented results make a significant contribution to the existing literature, offering solutions to improve the effectiveness of multilingual educational strategies and their implications for future teaching practices. The recommendations of this study suggest areas for future research, including the development of comprehensive teacher training programs that will be adapted to the needs of a multilingual educational environment.
Studies on second language acquisition reveal that younger children acquire second languages faster than older children and adults. Bialystok and Hakuta claim that “children are better second language learners than adults because their brains are specially organized to learn language” (p. 176). Studies still have debates regarding the optimum age for acquiring a second language and the effect of mother tongue on the fluency of second languages. The researcher conducted this study to investigate the effect of the Arabic mother tongue on Arab immigrants’ fluency in using English as a second language in the United States. The researcher used primary resources, interviewing 22 Arab immigrants in the United States, and secondary resources through literature review relevant to language acquisition. The data analysis of this study reveals that Arab immigrant children and adults encounter various challenges in using English in communicative situations. The study provides some recommendations for raising bilinguals at home.
The present study aims to look at how bilinguals' lexical access and language understanding varies depending on how they acquired their second language. When considering second-language acquisition, the contrast between formal and informal learning environments is critical. According to Lightbown and Spada (2001), informal settings are those where an adult learner is exposed to the target language at home, at work, or via social contact, while formal settings are those where the target language is taught to a group of second or foreign language learners. The present study found that bilinguals who learned their second language formally performed better than bilinguals who learned their second language informally.
It is beyond dispute that English is the language of science, engineering, and medicine, as well as of business, technology, and the internet. In the College of Engineering and Petroleum in Kuwait University, engineering courses apply English as the Medium of Instruction (EMI). Students who join the College are introduced to only three English language courses, and these courses barely target the engineering content taught. Engineering courses employ EMI; however, some faculty members switch to Arabic during teaching. The paper used both interviews (N=6) and a survey administrated to (N=218) engineering students to investigate attitudes towards the use of English and code-switching in teaching engineering courses. The findings show that students appreciated these switches in explaining engineering courses, particularly among most achieved bilinguals, who have finished their high school diplomas in governmental schools where Arabic is mainly the language of instruction. This finding is explicit evidence that students search for easier approaches to gaining engineering knowledge. Nevertheless, students emphasized that technical terminology is more accurately understood in English; translating it to Arabic would create confusion, a finding that confirms that English remains the language of science and engineering. The paper also suggests some remedial plans to introduce a more flexible approach in employing translanguaging in teaching in scientific colleges in Kuwait.
Este trabalho discute a influência da perspectiva discursiva que toma como base o pensamento do Círculo de Bakhtin (Bakhtine/Volochinov, 1977; Bakhtine, 1984), para o uso de um material didático e o desenvolvimento de atividades e tarefas (Schlatter, 2009) de português como língua adicional (PLA) em escolas da Coreia do Sul. O texto enfoca a atuação do Leitorado Guimarães Rosa na Universidade Hankuk de Estudos Estrangeiros e iniciativas do Promoção de Educação em Línguas Estrangeiras Críticas para o ensino de português em escolas de educação básica sul-coreanas, especialmente no Ensino Médio. São apresentados o projeto, o contexto de atuação, perfil dos alunos, planejamento e material didático utilizado. A metodologia consiste na análise interpretativa dos aspectos teórico-metodológicos do manual utilizado pelo programa coreano, com vias a demonstrar subsequentemente a sua aplicação conciliada à perspectiva discursiva bakhtinana de ensino de PLA. Esta última perspectiva contribui para aplicar a noção de uso da linguagem (YE, 2009; PILEGGI, 2015; BRASIL, 2020) por meio de gêneros do discurso em sala de aula, considerando a conscientização dos aspectos interlocucionais subjacentes à reflexão do Círculo de Bakhtin, de modo a proporcionar um aprendizado mais consciente dos usos sociais da língua portuguesa.
The period after 1953, compared to the period before it, is certainly less dramatic in terms of creative language planning. There are no ‘language fronts’, no mass literacy or korenizatsiia campaigns, no upbeat statistics on publication figures in but recently alphabetized languages, or in the number of students receiving instruction in their mother tongue. Absent also are the dreary, bloody last years of Stalin when all creative activity seemed to come to a halt as the accusation of ‘wrecking on the language front’ could cost a linguist his life.
La presente investigación describe los efectos del cambio lingüístico (code-switching) en la enseñanza de inglés a nivel universitario con el fin de determinar el papel que desempeña la herramienta en la enseñanza del inglés como segunda lengua (L2), para lo cual se entrevistaron a veinte (20) profesores de la Facultad de Humanidades de la Universidad de Panamá que imparten clases de inglés. La metodología utilizada en este estudio es cuantitativa, con un diseño descriptivo. Se usa un cuestionario con preguntas cerradas y abiertas. El resultado fue presentado en gráficas y tablas para el análisis, proceso e interpretación de la información. Se concluye que el cambio lingüístico (code-switching) tiene efectos positivos en la enseñanza del inglés como segunda lengua, aunque su uso se debe al bajo nivel de inglés que tienen los estudiantes de primer año de la carrera de Licenciatura en Humanidades con especialización en Turismo Alternativo. Algunos profesores consideran que el uso de esta herramienta puede causar el retroceso del estudiante si no es utilizada de forma adecuada, ya que el uso para la enseñanza de su primer idioma puede causar confusión en estudiantes y falta de interés en la materia. Es necesario realizar más investigaciones sobre este tema para mejorar el aprendizaje del inglés como segunda lengua en las instituciones educativas.
Language and politics in the United States Georgetown Uni-versity Round table on languages and linguistics Evaluation reactions to spoken language
- Shirley Heath
- Wallace E Lambert
HEATH, SHIRLEY. 1977. Language and politics in the United States. Georgetown Uni-versity Round table on languages and linguistics, 267-96. Washington, DC: George-town University Press. LAMBERT, WALLACE E., et al. 1960. Evaluation reactions to spoken language. Journal of Abnormal and Social Psychology 60.44-51.
The Hague: Mouton Social markers in speech. Cam-bridge: University Press The politics of language and ethnicity in Barcelona, Spain. Ann Arbor, MI: University Microfilms Life with two languages: An introduction to bilingualism
- Arnold Leibowitz
- M O William
- Jean F Barr
- O 'barr
- Klaus R Scherer
- Howard Giles
- Kathryn Woolard
LEIBOWITZ, ARNOLD. 1976. Language and the law: The exercise of political power through official designation of language. Language and politics, ed. by William M. O'Barr and Jean F. O'Barr, 447-66. The Hague: Mouton. SCHERER, KLAUS R., and HOWARD GILES. 1979 (eds.) Social markers in speech. Cam-bridge: University Press. WOOLARD, KATHRYN. 1983. The politics of language and ethnicity in Barcelona, Spain. Ann Arbor, MI: University Microfilms. [Received 26 August 1983.] Life with two languages: An introduction to bilingualism. By FRANCOIS GROS-JEAN. Cambridge, MA: Harvard University Press, 1982. Pp. 370. $20.00. Reviewed by ROBERT L. COOPER, Hebrew University of Jerusalem* Grosjean has set out to provide, for the general reader, a comprehensive introduction to bilingualism. This is a formidable task. The literature is