Search

Austronesian (AN) is the second-largest language family in the world, particularly widespread in Island Southeast Asia (ISEA) and Oceania. In Mainland Southeast Asia (MSEA), groups speaking these languages are concentrated in the highlands of Vietnam. However, our knowledge of the spread of AN-speaking populations in MSEA remains limited; in particular, it is not clear if AN languages were spread by demic or cultural diffusion. In this study, we present and analyze new data consisting of complete mitogenomes from 369 individuals and 847 Y-chromosomal single nucleotide polymorphisms (SNPs) from 170 individuals from all five Vietnamese Austronesian groups (VN-AN) and five neighboring Vietnamese Austroasiatic groups (VN-AA). We found genetic signals consistent with matrilocality in some, but not all, of the VN-AN groups. Population affinity analyses indicated connections between the AN-speaking Giarai and certain Taiwanese AN groups (Rukai, Paiwan, and Bunun). However, overall, there were closer genetic affinities between VN-AN groups and neighboring VN-AA groups, suggesting language shifts. Our study provides insights into the genetic structure of AN-speaking communities in MSEA, characterized by some contact with Taiwan and language shift in neighboring groups, indicating that the expansion of AN speakers in MSEA was a combination of cultural and demic diffusion. [ABSTRACT FROM AUTHOR]

This study aimed to establish the different perceptions that teachers of Afrikaans First Additional Language (FAL) hold towards the helpfulness of different teaching strategies and their effectiveness in the language learning process of Afrikaans FAL in a high school setting. Code-switching has been proven to be a common strategy used by teachers in teaching languages to learners in bilingual and multilingual situations that can serve as a resource to help learners acquire proficiency in a second language (SL). The study was conducted at a single-sex English-medium high school in Pretoria among the teachers of Afrikaans FAL. A mixed method approach was employed, using (i) a language background questionnaire, (ii) a Likert-type scale questionnaire and (iii) an open-ended interview schedule to collect data, which was analysed quantitatively and qualitatively. The theoretical framework used in this study was social constructivism, as conceived by Vygotsky (1968). The study focused on the helpfulness of different teaching strategies in terms of teacher-learner interactions during instruction, as well as guided peer interactions, and concluded that the teachers perceive the use of the monolingual approach in certain circumstances to be beneficial, while the use of code-switching is better in other circumstances. [ABSTRACT FROM AUTHOR]

Aims and objectives: This study explores the effect of cognitive load on code-switching (CS), by examining whether an increase in cognitive load can lead to a different amount and/or pattern of CS use, and whether there is an interplay between the effect of cognitive load and the effect of social factors (i.e., language and use, and attitudes towards CS). Methodology: Thirty-one Chinese-English bilinguals participated in a picture recall experiment consisting of three sessions, with an incremental increase in cognitive load which was achieved by manipulating the number of attentional targets that should be attended to. The increase in cognitive load was validated by a self-report survey adapted from Paas. Information on social variables was collected by a language use questionnaire. Data and analysis: The amount and pattern (intraclausal vs interclausal) of CS were coded and quantified. One-way analysis of variance (ANOVA) was performed to compare the within-participant use of CS across the sessions. Hierarchal regression analyses were also conducted to examine how cognitive load and the social variables of interest predicted the between-participant variation of CS in each session. Findings/conclusions: The results showed that the participants used significantly less intraclausal CS in Session 3, in which they reported the highest degree of cognitive load. In addition, the results of hierarchical regression analyses for overall CS use in Session 2 confirmed the significant effect of cognitive load. The influence of attitudes towards CS was also shown to be another significant predictor with large effect size. However, in the more demanding Session 3, none of the factors of interest could predict between-participant variation in CS use. Originality: This study is among the first to examine how cognitive load affects nonlaboratory CS. Significance/implications: This study argues for a recognition of the cognitive processing basis of socially driven language use, linking sociolinguistic and psycholinguistic perspectives on the use of CS. [ABSTRACT FROM AUTHOR]

This article analyses participants' sense-making and demonstrates procedural consequentially and relevance, and makes the data on which observations are based available to readers. By looking at a TV interview, in Albanian, of Hashim Thaçi, the former PM of Kosovo, given to respond to allegations against him regarding involvement in war crimes, the focus will be not only on what it is said but also on the epistemic positions occupied by the participants, with a particular interest in knowledge as a norm-governed domain and in the practices of language usage. We will highlight strategies like repetition, repair, code selection and code switching that are used by participants as a means to claim and govern knowledge. Such knowledge can become the basis of contestation and one speaker may seek to impose their knowledge of some facts or events over another's and thereby establish a territory of knowledge in a series of moves, not entirely unlike the way that physical territory may be defended or attacked; held or occupied. [ABSTRACT FROM AUTHOR]

This paper explores the ways in which apology functions as a stance act at public speech events. Rather than focusing on speakers' intentions, in this study I pay attention to indexical meanings associated with apologies in a specific context. The study primarily analyses apology sequences that involve code-switching, which were drawn from ethnographic data gathered in a Korean university where English has been adopted as its official language (EOL). Data analysis shows that the use of apology allows speakers to take a stance towards their language choice and the institutional language policy. Both apology and speakers' metalinguistic articulations prior to code-switching reflect and reinforce the two language ideologies: (1) the language policy is intended to serve for international members of the university, and (2), Korean can be used when needed. A closer look at the way in which apology is used in specific contexts suggests that speakers' main purpose of apology is self-presentation in a public event. Apology functions to index speaker's defiance of an institution's language policy while avoiding their responsibility for the action. The sociolinguistic concept of stance allows us to better understand speakers' positioning with respect to norms and expectations informed by institutional language policy. [ABSTRACT FROM AUTHOR]

As bilingual families increase, the phenomenon of language mixing among children in mixed-language environments has gradually attracted academic attention. This study aims to explore the impact of language mixing on vocabulary acquisition in bilingual children and whether language distance moderates this impact. We recruited two groups of bilingual children, Chinese–English bilinguals and Chinese–Japanese bilinguals, to learn two first-language new words in a monolingual environment and a mixed-language environment, respectively. The results showed that the participants could successfully recognize the novel words in the code-switching sentences. However, when we compared the performance of the two groups of bilingual children, we found that the gaze time proportion of the Chinese–English bilingual children under the code-switching condition was significantly higher than that of the Chinese–Japanese bilingual children, while there was no significant difference under the monolingual condition. This suggests that language mixing has an inhibitory effect on vocabulary acquisition in bilingual children and that this inhibitory effect is influenced by language distance, that is, the greater the language distance, the stronger the inhibitory effect. This study reveals the negative impact of language mixing on vocabulary acquisition in bilingual children and also implies that there may be some other influencing factors, so more research is needed on different types of bilingual children. [ABSTRACT FROM AUTHOR]

Code-switching is a common phenomenon in many bilingual/multilingual countries. In monolingual countries such as Yemen, code-switching phenomenon appears in the field of education. Code-switching is a fact that cannot be ignored in any way where English is taught as a foreign language. This study is investigated Using Code Switching in Teaching and Learning of Third-level Students of English Department, Toor-Albaha College University of Lahj. The study focused on the functions and types of code-switching that appear in the process of teaching and learning English. It used descriptive approach. Accordingly, the tools used for collecting data included classroom observation and audio recording. The subject of this study were 3 English instructors and 35 students of English department, Toor-Albaha. The results of the study showed that the instructors and students resort to using different types of code-switching in many situations for educational, management and social purposes. It is recommended to use code-switching carefully and judiciously to support the process of teaching and learning English. [ABSTRACT FROM AUTHOR]

This study contributes to the understanding of attitudes towards monolingual and code-switched varieties by examining the perceptions of 95 bilinguals towards Manitoban French, Canadian English and code-switching in Manitoba, a Canadian province where French is a minority language with official federal status. By means of a matched-guise test, we explore French-English bilinguals' social evaluations of the three linguistic varieties and examine how these social evaluations vary according to participant characteristics (i.e. age, gender, mother tongue, origin, and sociocultural identity). In our experiment, participants listened to a speaker using Manitoban French, Canadian English and code-switching and rated each guise on several solidarity and status traits. Results from the cumulative link mixed effects models reveal that French and English are rated similarly for status. Overall, both French and English elicit feelings of attachment, but a preference towards French emerges among participants born in Manitoba. Code-switching is rated lower than the monolingual varieties in most status and solidarity traits, which indicates that our participants implicitly value linguistic purism. However, results also show that participants born in Manitoba and those with French as their mother tongue ascribe covert prestige to code-switching. [ABSTRACT FROM AUTHOR]

Many people worldwide, use more than one language in their daily speech whether, intentionally or unintentionally. In Sociolinguistics, this phenomenon is called codeswitching. People who use this linguistic practice are called bilinguals or multilinguals. This study aims to identify and analyze the various types of codeswitching employed by YouTube’s influencers in their channels, as well as the factors that affect its usage. To achieve the aims the study hypothesizes that intra-sentential codeswitching is the most frequently used type by YouTube’s influencers. Females use codeswitching more than males. It is found that intra-sentential codeswitching is the most commonly used among the other types. Codeswitching can occur at any syntactic level. Females YouTube’s influencers use codeswitching more than males. It is concluded that the highest percentage of codeswitching used by YouTube’s influencers relies on their need to be trendy, habitual use, show off, and attract attention, on the one hand, and for lexical needs on the other. such as mostly the absence of lexical equivalence. [ABSTRACT FROM AUTHOR]

This study investigated the engagement of domain-general cognitive control during the comprehension of dense code-switching sentences. Stimulus-locked event-related potentials (ERPs) were measured while L1-dominant Chinese–English bilinguals read switch and non-switch sentences. The results of the reading task revealed language dominance effects on the N400, left anterior negativity (LAN) and late positive component (LPC). The language dominance effects at lexical level (i.e., on the N400 and LAN) were modulated by individual differences in monitoring capacity. In contrast, inhibition capacity predicted code-switching costs at the sentence level (i.e., for the LPC component). The results suggest that proactive monitoring and reactive inhibition affect different processing stages during the comprehension of dense code-switching sentences. These findings partially align with processing models of code-switching incorporating a dual control mode perspective and contribute new insight into the dynamic interplay between reactive and proactive control processes. [ABSTRACT FROM AUTHOR]

Bilinguals experience processing costs when comprehending code-switches, yet the magnitude of the cost fluctuates depending on numerous factors. We tested whether switch costs vary based on the frequency of different types of code-switches, as estimated from natural corpora of bilingual speech and text. Spanish–English bilinguals in the U.S. read single-language and code-switched sentences in a self-paced task. Sentence regions containing code-switches were read more slowly than single-language control regions, consistent with the idea that integrating a code-switch poses a processing challenge. Crucially, more frequent code-switches elicited significantly smaller costs both within and across most classes of switch types (e.g., within verb phrases and when comparing switches at verb-phrase and noun-phrase sites). The results suggest that, in addition to learning distributions of syntactic and semantic patterns, bilinguals develop finely tuned expectations about code-switching behavior – representing one reason why code-switching in naturalistic contexts may not be particularly costly. [ABSTRACT FROM AUTHOR]

The proponents of translanguaging are often not aware of the history of code-switching research and the relevance of this research for a range of the claims they make, for example on the issue of the separability of systems. While it is understandable that new paradigms try to emphasize how different they are from others, we cannot see why and how a new approach is different from previous ones unless a fair presentation is given of the position of others and detailed evidence is provided of the claims that are being made. In this rebuttal I show that the translanguaging literature owes a lot to the literature on code-switching, and that the translanguaging practices as found in the instructions to teachers look very similar to examples of code-switching as found in the extensive academic literature. In addition, many of the recommendations for pedagogical practice are not as novel as the proponents of translanguaging would like us to believe: many teachers when they hear about translanguaging say that they have been doing it for years but haven't had a name for it. It is time for the translanguaging papers to now recognize that the translanguaging agenda developed out of the ideas of other excellent researchers in bilingualism. [ABSTRACT FROM AUTHOR]

The concept of translanguaging is one of the most successful ones in the recent history of multilingualism research. But what does it really mean? It covers such a wide semantic field that users seem to be free to decide its meaning in whatever way they wish. A key uniting idea of the different approaches is that teachers should 'draw upon' the first language(s) of learners in language teaching or allow the learners to do so to scaffold the learning process. However, this is by no means novel or controversial. The conceptual vagueness of the term translanguaging invites researchers and practitioners to propose a flurry of operationalisations, and make recommendations for practice for which there is no empirical evidence. The concept and the pedagogical applications fall apart as soon as one digs a little deeper. It is timely to either radically revisit the concept and narrow it down or abandon it altogether. [ABSTRACT FROM AUTHOR]

Translanguaging theory and pedagogy have emerged as central to the recent multilingual turn in educational linguistics and language teaching, including ELT. This article will explore translanguaging from theoretical and practical perspectives, aiming to clarify what it is and is not claiming, and what types of pedagogic practice it advocates, both in its stronger and weaker forms. I argue that a paradigm shift is occurring in the field, parallel with the shift in understanding of the nature of language itself that underpins both translanguaging theory and integrationism in linguistics. Implications for practice in ELT are also explored, including a reorientation concerning the goals of language teaching, a recognition of English as a social construct with traditions of use rather than immutable rules, and a repositioning of the many translingual teachers around the world as the experts at the centre of the multilingual turn that is defining early twenty-first century language pedagogy. [ABSTRACT FROM AUTHOR]

This article examines the extent to which the Italian-Canadian queer writer Monica Meneghetti, in her memoir What the Mouth Wants , challenges and disrupts heteronormative notions of gender and sexuality through the code-switching of food terms in Italian or in a Northern Italian dialect. Code-switching is used primarily to evoke memories of Meneghetti's late mother through the author's favourite dishes, and of the homophobia (or rather biphobia) directed at her by her father, with whom she used to make fresh pasta and cook Italian meals. The memories and flashbacks, interspersed with present-day accounts of the preparation of Italian childhood meals with her polyamorous family, allow the memoir's protagonist to build a new sense of family: a queer Italian-Canadian family. Drawing on feminist and queer food studies, the article reveals that Meneghetti uses code-switching to signal point of view and to construct the memoir's characters and plot, as code-switched food items are also linked to the notion of memory and to what it means to write the memoir. [ABSTRACT FROM AUTHOR]

This article explores the possibilities and limitations of the sociolinguistic notion of code-switching for the analysis of multilingual texts, in particular those belonging to literature as it is commonly understood (prose fiction, drama and poetry). In such (con)texts, I argue, code-switching is 'staged': produced rather than reproduced. Even when texts stage bilingual conversations with the aim of imitating real-life speech events, mimesis is mediated by the shift from spoken to written mode, which contrasts with the presence and proximity typical of (spoken) verbal interaction. While this mediation limits the applicability of sociolinguistic notions when discussing literary corpora, several examples from both North America (Junot Díaz, Gloria Anzaldúa and Ana Lydia Vega) and Europe (Lydie Salvayre, Ágota Kristóf, Franz Kafka and Leo Tolstoy) show how literary texts 'stage' code-switching. [ABSTRACT FROM AUTHOR]

Although most contemporary Chicano authors tend to write exclusively in one language, English or Spanish, they have a range of linguistic options available to them – as would any member of a bilingual community – including code-switching. Code-switching in US literature dates back to the Mexican–American War and has been employed to establish aesthetic or stylistic credibility and to communicate biculturalism or ethnic identity. This article examines the dual role of code-switching in Alejandro Morales's only bilingual novel, Reto en el paraíso. It explores how code-switching serves as a narrative technique to develop character identity in a bilingual and bicultural context, while also performing some of the socio-pragmatic and communicative functions commonly attested in natural bilingual discourse. Morales's linguistic choices exemplify how Chicano writers living between two cultures may, and often must, use both languages to depict accurately the intricate cultural and linguistic realities of their characters. [ABSTRACT FROM AUTHOR]

In this article, I argue that a thorough analysis of literary multilingualism and code-switching needs to take their metalinguistic dimension into account. Many scholars have noticed multilingual authors' tendency to frame code-switches with metalinguistic comments, but they are sometimes treated marginally, or as just one of the many functions of code-switching. My article argues that metalanguage is, in fact, a fundamental characteristic of literary multilingualism, and key to its interpretation. This is particularly evident when we look at how the contemporary Italian writers Laura Pariani, Silvana Grasso and Elena Ferrante construct their characters through linguistic biographies, and how they describe dialect use, bilingualism, language loss and shift and other collective and individual sociolinguistic processes. I also show that metalanguage needs to be analysed together with other tools used by authors to flag multilingualism: namely intratextual translations and peritextual elements (such as glossaries or notes), but also visual cues, such as italics. [ABSTRACT FROM AUTHOR]

This article adopts a sociolinguistic approach to multilingualism within James Joyce's Finnegans Wake (1939), paying attention to how, in Book 2, Chapter 3, two Irish soldiers called Butt and Taff extensively code-switch into numerous Slavonic languages (for which Bulgarian serves as the focus of this study), and how they do so for the purposes of bonding (through humour) and expressing their complex identities as 'Slavic Irishmen'. The study looks in depth at the Wake 's extreme levels of multilingualism (with more than 70 languages present within the work) and how a sociolinguistic approach to reading it – one which specifically employs terminology and research drawn from the academic field of sociolinguistics – can provide fresh and intriguing academic perspectives on it. Within this article, I argue that this unique approach may 'humanize' Butt and Taff for the reader and that these figures may even be seen to acquire identities akin to 'real-life' personas through their use of code-switching. This makes them unlike the 'avatars' or 'siglas' that critics in Wake studies normally identify in the work. [ABSTRACT FROM AUTHOR]

This article explores the deliberate use of code-switching in Daryll Delgado's novel Remains (2019), which narrates the aftermath of Typhoon Haiyan in the Philippines. Through this reading, I argue that the alternation of various languages such as Filipino, Waray and English in the novel enhances the development of its characters, setting and narrative structure to access a kind of trauma that resists being signified by one language. I posit that the code-switching within the novel goes beyond the literary genre's propensity for heteroglossia and instead situates trauma as a moment of convergence and interruption. Moreover, such linguistic motion between languages supplements the gaps of the unspeakable trauma of survivors and witnesses. As an ethic, code-switching's deployment carefully accesses trauma from the material and intangible debris of the catastrophe. Remains complicates trauma within the work of languages traversing the local and global, and the real and the imagined, in order to disclose wounds exacerbated by both imperial and environmental violence. [ABSTRACT FROM AUTHOR]

If literary code-switching allows authors to play out the plurality of linguistic reality, and crucially the articulation of selfhood and difference in textual representations of polylingual reality, the work of Nancy Huston provides a fruitful space for discussion. Polylingual reality is portrayed in the author's heterolingual novels in which different languages are represented on the levels of both the story and the text. Huston's novel Danse noire is a somewhat experimental text in which readers are confronted with linguistic representational hybridity. In contrast to this experiment, Huston's novel Trois fois septembre , which sees the character Solange translate letters in English to her French-speaking mother, only gives readers access to the French translation by the character, even though there are metacommentaries on the translation process by both characters. This article will work through those features that allow Huston to portray the dynamic use of language at the level of the story and its characters. [ABSTRACT FROM AUTHOR]

While agenda building and framing are commonly examined in the strategic communication literature, the concept of code-switching remains underexplored in the field. Similarly, the incredible rise of podcasting remains less examined as a strategic communication tool. Bridging these gaps, this study qualitatively examined U.S. presidential candidate interviews on podcasts during the 2020 primary cycle. Insights about code-switching and attribute and topic selection emerged, demonstrating podcasts could be a critical media platform for lesser-known candidates of public office. Further, this study finds podcasts to be a prime arena for candidates who want to deviate from traditional political talking points and who want to access diverse and niche audiences. A call is made to further examine this intersectionality in the strategic communication literature. [ABSTRACT FROM AUTHOR]

Based on the bilingual children's and adults' code-switching (CS) dependency treebanks, this paper investigates the syntactic features and pragmatic functions of the Chinese-English bilingual children's CS and compares them with bilingual adults'. It is mainly found that (1) As to the bilingual children, the mixed sentences present the longest mean sentence length (MSL), followed by those of the dominant language and the weak language. Similarly, Chinese-English adults' mixed sentences present longer MSL than monolingual Chinese and English; (2) Subjects, objects, adverbials, and attributives are four major syntactic functions. Regarding bilingual children's CS, objects are the most frequently switched dependency relations and subjects are the least. Differently, as to bilingual adults, attributives are most frequently switched, and subjects are the least. (3) Nouns, pronouns, determiners, adjectives, adverbs, and prepositions are the top word classes involved in four major syntactic relations; (4) The adverbial dependency relations present the longest mean dependency distance (MDD), and the attributives present the shortest for both bilingual children and adults; (5) The major causes that make different MDDs are the CS peripherality, the distributions of top word classes and adjacent dependency relations; (6) Six major pragmatic functions are performed by bilingual children and adults: filling lexical gaps, emphasis or expressing the intense feelings, explaining, giving "orders" or requirements, quotation, reiteration. The results syntactically and pragmatically suggest that there exist great similarities between bilingual children's and adults' code-switching. [ABSTRACT FROM AUTHOR]

Code-switching, switching between different languages within the same conversation, is a prominent feature in bilingual communication. This study aimed to elucidate to what extent the linguistic abilities and age of dual-language-learning preschoolers influence the frequency and purposes of code-switching (compensatory, to bridge linguistic gaps; preferential, to express content as fluently as possible; pragmatic, to phrase something appropriately for the situation). Parental code-switching ratings of 101 German/French–Turkish/Italian dual-language learners aged 32–78 months were analyzed. Generalized linear mixed models revealed positive but no negative effects of societal- and heritage-language skills on children's code-switching frequencies independent of switching purposes and with no evidence of age effects. Hence, code-switching across the preschool age mainly reflects high linguistic competences. Models with linguistically and psychometrically parallelized language scores indicated a strong switching tendency toward the societal language when proficiency in both languages is high, and away from the societal language when language proficiencies are low. [ABSTRACT FROM AUTHOR]

The study of bilingualism and multilingualism has gained increasing prominence in the context of globalization. As a result, research on code switching has garnered growing attention, leading to a substantial number of published papers in recent decades. To gain insights into the current status and potential trends of psycholinguistic research on code switching, this study conducted a bibliometric analysis of 1,293 articles focusing on code switching from 1968 to 2022. The analysis was performed using bibliometrix, a bibliometric software package in R. The results of the analysis indicated that code switching between English and other languages, the role of inhibition ability, and the processing mechanisms of highly proficient bilinguals were prominent hot topics in the field of code-switching research. Additionally, the processing of grammatical gender, bilingual language production, and plurilingualism were identified as potential emerging research trends. By presenting a macroscopic landscape of research on code switching, this study aims to provide readers with a comprehensive overview and serve as a beneficial reference for researchers in this field. [ABSTRACT FROM AUTHOR]

Participants read English-based online texts from fictional organizations that either included no code-mixing, Hawaiian words without glosses (i.e., parenthetical translations), or Hawaiian words with English glosses. Relative to no code-mixing, code-mixing without glosses disrupted processing fluency, leading participants to feel less welcome in the organization. Code-mixing with glosses did not disrupt fluency for participants from Hawai'i, where this practice is common, but did for people from elsewhere. No differences in feeling welcome emerged between code-mixing with glosses and no code-mixing conditions. These results suggest that code-mixing in written organizational materials can have both costs (i.e., disrupted fluency) and benefits (i.e., cueing inclusiveness), and that these effects depend on audiences' familiarity with code-mixing as a practice, and the format of code-mixing. [ABSTRACT FROM AUTHOR]

Much like an effective speaker, a flexible musician is competent across multiple settings. The sociolinguistic theory of code-switching can be a useful tool to better understand how musicians acquire a set of skills and knowledge to support music-making in a range of activities in and outside of school and throughout society. In this article, readers learn about the specific skills and knowledge musical code-switchers rely on the most when moving among a diverse range of musical events. This article includes examples of how code-switching experiences can improve music classes, lessons, and rehearsals and support meaningful independent music-making. [ABSTRACT FROM AUTHOR]

Code-switching is generally dispreferred at points of non-shared word order across a bilingual's two languages. In priming studies, this dispreference persists even following exposure to a code-switched non-shared-word-order utterance. The present study delves deeper into the scope of code-switching priming by investigating whether lexical repetition across target and prime, a factor known to boost structural priming, can increase code-switching at points of word order divergence. Afrikaans–English bilinguals (n =46) heard prime sentences in which word order, lexical repetition, and switch position were manipulated and subsequently produced code-switched picture descriptions. The results show that lexical repetition boosts the priming of code-switching in a non-shared word order. The findings demonstrate that code-switching in production is affected by a dynamic interplay between factors both language-internal (i.e., word order) and language-external (i.e., priming, and specifically lexical repetition). [ABSTRACT FROM AUTHOR]

Objectives/research questions: We examined stative and eventive passive bilingual compound verbs (BCVs) in Spanish/English code-switching. Of particular interest to us was the availability of passivization in bilingual eventive passive hacer "do" constructions, purportedly banned in bilingual speech due to a universal syntactic restriction. Methodology: A total of 119 bilinguals from Northern Belize and 36 from Southwest United States completed a two-alternative forced-choice acceptability task and a language background questionnaire. Data and analysis: The analysis was conducted using Thurstone's Law of Comparative Judgment. Conclusion: For stative passive BCVs, results revealed that Spanish/English bilinguals from both contexts gave the highest ratings to code-switched constructions without the light verb hacer. For eventive passive BCVs, however, Belize bilinguals gave preferential ratings to passive constructions with the light verb hacer. Conversely, US bilinguals rejected them. Notably, among Belize bilinguals, eventive passive BCVs that were rated as most acceptable were constructions with no gender agreement between the light verb and the feminine antecedent noun. Originality: This is the first cross-community analysis that investigates stative and eventive passive BCVs in Spanish/English code-switching. Implications: Our findings show that the light verb hacer is compatible with both stative and eventive passive BCVs. Crucially, context-specific linguistic norms and social factors rather than a universal syntactic restriction primarily determine the availability of passivization in eventive passive BCVs. Our theorizing of code-switching grammars, thus, necessitates careful consideration of invariant and variable production patterns that are profoundly shaped by historical and sociolinguistic conditions. [ABSTRACT FROM AUTHOR]

This paper aims to investigate how learners of English at ALbaydha University and ALYemeni Institute perceive themselves as being bilinguals and how being bilinguals can affect their core identity. Also it investigates whether they understand being bilingual, based on how well they use and speak the English language and how often it is used or influenced by the factors of English culture which make them use it instead of their local language culture, inside and outside college, to gain prestige without taking into consideration that the change will affect their core identity. This paper is qualitative in nature based on a questionnaire administered at ALbaydha University and ALYemeni Institute students as non-native English learners who study English to obtain Bachelor Degree or Diploma in English language. The most unexpected findings that emerged show that despite studying English and having some skills in using the language none of the participants perceived him/herself as being bilingual, there is no evidence of language shift, and the core identity takes first status in most situations. Additionally, English choices do not dominate most of bilingual conversations but the local language is the dominator. All participants are proud of their identity and do not accept to replace it by another. They do not believe that being bilingual will affect their core identity. It is also noted that all participants behave carefully during their use of the English language and avoid any direct contact with English culture or adopting any of its norms of life though they prove to be equally competent in both local languages. [ABSTRACT FROM AUTHOR]

The current research concerns intersentensial and intrasentential code-switching as performed by Iraqi speakers who use Iraqi Arabic and English languages simultaneously as a means of communication in their interaction in online chat namely, Facebook messenger chat. The data were collected from a group of friends, acquaintances and relatives who have different educational backgrounds. These people were grouped according to the same- and cross-sex types of interaction. Some research questions are sought as to whether these types of codeswitching are frequent in Facebook messenger chat, whether they are used consciously or unconsciously and the reasons behind using them. Certain hypotheses are raised such as intersentensial and intrasentential code-switching types are frequent, they are both consciously and unconsciously performed by speakers, they express different ideas and attitudes, and finally, intersentensial code-switching is more frequently adopted by females. Various results were obtained and all confirmed the hypotheses raised. [ABSTRACT FROM AUTHOR]

Code-switching is a well-researched phenomenon. However, little research has been conducted on code-switching in orally communicated advertisements on social media despite social media platforms witnessing the birth of many linguistic trends and having an impact on the linguistic behaviour of their users. To bridge this gap, the current study investigates the functions of Arabic-English code-switching in advertisements made by Saudi influencers on Snapchat. The data comprise 4000 words produced by 40 advertisers (20 male and 20 female, 100 words each). The advertisers, who belong to the same age group, advertised for a range of products and targeted mostly monolingual Saudi users of Snapchat. The sample produced 102 instances of switching from Arabic to English. The most common function in the data consisted of switching for availability (n = 78), but other functions were observed (quotation n = 9, specifying addressee n = 5, interjection n = 7, reiteration n = 1, and message qualification n = 2). The potential reasons for the higher frequency of switching for availability are discussed, and venues for future research are suggested. [ABSTRACT FROM AUTHOR]

This study delves into the occurrence of bilingualism; specifically language switching or code-switching (CS), within the perspective and background of English as foreign language (EFL) classrooms. Code-switching alludes to the practice of switching from the target lingo i.e. English to an additional language-Sindhi/Urdu during communication. The primary goals of the current research are to categorize various sorts of code-switching and to discern its functions in EFL classrooms. The empirical data for this study were procured through comprehensive classroom observations, involving the use of audio recordings as well as field notes derived from two distinct EFL classes. Outcome of the analysis revealed the utilization of three distinct types of code switching by both educators and learners: tag-switching, inter-sentential switching and intra-sentential switching. Consequently such forms of switching of codes were observed in various contexts within the classrooms. Additionally, the research highlighted a discrepancy in the occurrence and frequency of codeswitching functions engaged by English instructors and their EFL learners across both classes. This discrepancy can be attributed to two fundamental rationales: social functions and pedagogical functions. In the social realm, code switching was identified as a means to (1) convey teacher admonishments, (2) solicit assistance, (3) aid fellow students, (4) respond to unsatisfactory student answers, and (5) foster informal interactions among students. In the pedagogical sphere, switching the codes was brought into being just to serve the following purposes: (1) reiterate or clarify comprehensible utterances that had been previously expressed, (2) assess students' comprehension of newly introduced vocabulary or expressions, (3) provide translations during lessons on grammatical features, (4) rectify personal errors, (5) elucidate misconceptions held by teachers, and (6) initiate questioning. In essence, this study sheds light upon the complex landscape of switching the codes within EFL classrooms. By discerning the various types and occurrence of code-switching, the prevailing study adds to a deeper perceptive of the linguistic dynamics, which underpin the teaching as well as learning process in bilingual educational settings. [ABSTRACT FROM AUTHOR]

This article explores the idea of movement, namely oscillation, in Tashan Mehta's The Liar's Weave (2017). I trace this idea through an oscillation of locations (as "real" and "unreal"), of language (as familiar terms and as invented terms), and of free will (against a fixed destiny). Specifically, I explore how Zahan Merchant, the novel's protagonist, is intricately engaged with all three manifestations of oscillation. With his unique ability to verbally lie new realities into existence, Zahan is able to move between the real and unreal, the known and the unknown, as well as act as an agent of free will within a system that precludes such agency. There is an overarching interest in the novel's employment of the speculative genre — primarily articulated through Zahan's ability to lie new realities into being and through the wild forest of Vidroha — although the focus of this article is not on arguing a specific case for the novel as speculative fiction. Instead, through a close reading of the text and with a focus on the idea of oscillation, I argue that the novel negotiates familiar as well as unfamiliar literary ground in relation to Indian writing in English and in turn, relates to the Indian post-millennial contemporary. [ABSTRACT FROM AUTHOR]

This article examines the role of code-switching in recreating the place, Palestine, that contemporary Palestinian memoirist Ghada Karmi was expelled from by providing a close analysis of the code-switched expressions and the plurality of voices and perspectives that this linguistic and cultural phenomenon imply in her work Return: A Palestinian Memoir. While code-switching is a feature of diasporic writings, Karmi uses many code-switched expressions related to food, clothes, honorific titles and the historical event of Nakba so as to linguistically return to Palestine. However, Karmi's engagement with Palestine from past to present, her exploration of the political transformation of Palestine and her inability to feel connected to today's Palestine raises the spectre of co-existence between Palestinians and Israelis if Palestinian refugees return physically to Palestine. This possibility of co-existence between the two warring nations is further highlighted by Karmi's use of Hebrew code-switched words, which exist alongside code-switched words related to precolonial Palestine. [ABSTRACT FROM AUTHOR]

Aims and objectives: Variationist studies on code-switching (CS) have focused on community-level differences driven by variables such as age, ethnicity, and socio-economic status. Studies on inter-individual variation that make use of naturalistic speech need to be prioritised, especially in countries with large, diverse populations, such as India. This article presents a quantitative analysis of the Hindi–English CS (HECS) patterns among speakers of comparable socio-economic status and clusters them based on similarities in their CS strategies. Methodology: Television interviews of Hindi movie (Bollywood) personalities were transcribed and coded for Hindi and English lexemes. Bespoke software in Python was used to calculate five numerical indices to describe each speaker's CS pattern. Data and analysis: The interviews from 28 speakers ranged between 20 and 40 minutes each. Cluster analysis was carried out in SPSS to produce a typology of CS strategies. Findings/conclusions: A total of six CS strategies were identified, with five being employed by both older and younger speakers and only one being used only by a single age group. Most CS strategies are therefore not age-specific. A number of hypothetical scenarios are presented, to demonstrate how individual CS strategies might change with time. Originality: This is the first study to systematically and quantitatively investigate inter-individual differences in HECS, using naturalistic speech in semi-controlled conditions. It is also the first to propose a typology of HECS strategies. Implications: There was significant variation in CS strategy even within the relatively homogeneous group of speakers investigated in this study. The overall variation in the whole of Hindi-speaking India must therefore be far greater. This suggests that certain predictions regarding the predictability of CS patterns from the contact situation (e.g., that postcolonial contexts result in insertional CS) may need to be refined. [ABSTRACT FROM AUTHOR]

In China, code-switching (CS) is frequently used in English as a foreign language (EFL) classrooms. However, the functions of CS in Chinese secondary schools remain unclear. Moreover, student perceptions have rarely been considered in previous studies. This paper therefore sets out to examine why English teachers code-switch in EFL classrooms. In contrast to other studies, this paper highlights the functions of both Mandarin and the Sichuan dialect. The perceptions of different-achieving students are then closely investigated with a view to gauging their ideal teacher CS practice. Teachers and student participants from a junior secondary school in China participated in this ethnographic study. Participants' triangulated responses revealed that CS mainly served the four major functions of knowledge construction, classroom management, relationship building, and contextual constraint accommodation. This study also provides evidence that Mandarin and the dialect served both similar and different functions in the EFL classrooms. They resemble each other in relationship building while differing in terms of other three functions. Students' varied answers reinforced the importance of providing comprehensible input and employing optimal CS use in EFL classes. The study concluded with two practical suggestions for teachers, policymakers and school leaders to better implement effective CS practice. [ABSTRACT FROM AUTHOR]

This paper presents the SAGT Turkish–German code-switching treebank, and observations and annotation challenges we encountered during its development. The treebank consists of transcriptions of bilingual conversations annotated with several layers: language IDs, lemmas, POS tags, morphological features, and dependency relations. The annotations follow the Universal Dependencies annotation scheme and the conventions used in monolingual treebanks as much as possible. We present and discuss a number of issues that arise because of the need for consistent multilingual annotation within a single treebank, as well as the informal language, which is where code-switching is observed most. Besides proposing solutions to these issues, we present some observations about code-switching phenomena that are only possible to observe in a data set with rich linguistic annotation. The treebank was annotated with a focus on quality of annotations through an iterative process of detecting and correcting annotation errors. We also present quantitative measures for indication of annotation quality. The code-switching treebank created in this study is released to the public through Universal Dependencies repositories. [ABSTRACT FROM AUTHOR]

The phenomenon of code-switching nowadays used by the multilingual society and online community such as in Malaysia to communicate is often encountered on various social media platforms, including Instagram. Haryanto and Mahendra (2021) posited that code-switching is frequently found on Instagram and usually used by bilingual communities to write captions for photos or videos, and in their comments. However, the research on analysing code-switching on Instagram in Malaysian context is still understudied. Thus, this study aimed to examine the types of Malay-English code-switching expression on Hitz FM Instagram comment, and the reasons for code-switching in social networking websites by employing the framework by Poplack (1980) and Malik (1994) respectively. A thematic analysis was used to classify a one-year data consisting of f 323 Instagram comments into types and reasons for code-switching. The findings revealed the most occured type was intra-sentential (75.85%) followed by tag-switching (17.03%) and intersentential (7.12%). Whereas, out of the 10 reasons by Malik (1994), only 8 were found with the most reason was due to lack of competence (41.18%). Therefore, the findings suggest that social media users in a multilingual society frequently code-switch for various reasons when communicating on Instagram. It is hoped that the findings from this study will contribute more insights into the field of linguistics, and benefit future research. [ABSTRACT FROM AUTHOR]

Drawing on naturally-occurring bilingual speech from a well-defined codeswitching community in Southern Arizona, this study examined the influence of semantic gender (a.k.a. biological gender), analogical gender, and other-language phonemic cues in modulating gender assignment in Spanish–English codeswitched speech. Thirty-four Spanish–English early bilinguals completed a forced-choice elicitation task involving two codeswitching environments: Spanish determiner–English noun switches (Task 1) and English–Spanish switched copula constructions (Task 2). The results revealed that for human-denoting nouns, bilinguals assigned grammatical gender based on the presupposed sex of a noun's referent in both syntactic environments tested. As for inanimate nouns, bilinguals were more likely to assign masculine over feminine gender to such nouns in determiner–noun switches, but not in switched copula constructions. Other-language phonemic cues did not influence the assignment mechanism. A methodological implication is that the study replicated the codeswitching patterns observed in naturally-occurring bilingual speech from the same bilingual community. [ABSTRACT FROM AUTHOR]

The research question of the present paper is the following: to what degree (if any) is gender relevant as an explanatory factor in, firstly, the process of assimilation and later, the process of (re)vitalisation of indigenous and minority languages in northern Fenno-Scandia (the North Calotte)? The assimilation of the ethnic groups in question was a process initiated and lead by the authorities in the three different countries. Finland, Sweden and Norway. Nevertheless, members of the indigenous and minority groups also took part in practicing, though, not necessarily promoting, the official assimilation politics, for different reasons. (Re)vitalisation, on the other hand, was initially – and still is – mostly a process stemming from the minority groups themselves, though the authorities to a certain extent have embraced it. The paper thus addresses the question of whether gender played a role in the two different processes, assimilation and (re)vitalisation, and if that was the case, how and why. [ABSTRACT FROM AUTHOR]

Aims and objectives: The study explores the emotional experiences of a mother and son during the re-introduction of the heritage language at age 6, following a 2-year hiatus. In particular, it seeks to highlight the affordances of a collaborative, emotionally sensitive approach to family language policy, with parent and child jointly incorporating and acknowledging aspects of the child's identity development. Methodology: Adopting an autoethnographic approach, mother and son kept a joint research diary where critical incidents (as chosen by either one or both) were written down as verbatim as possible, and subsequently reflected on together, with reflections again entered into the diary. Data and analysis: Data were coded according to various emotions (frustration, pride, joy, love, guilt, etc.) as well as a code linked to identity development. These were then thematically analysed. Findings and conclusion: Parent–child collaboration and facilitation of child agency have a positive impact on a child's attitude towards learning the heritage language. Jointly sharing and reflecting on the emotional journey of growing up bilingual and bringing up a bilingual child affords both parent and child an insight into each other's concerns, charting a path towards a collaborative approach to family language policy development. Originality: The study is the first officially documented long-term study focusing on the reversal of familial language shift which provides emotional and language-related data from both parent and child, as part of a complex tapestry of emotion, identity, language, and parent–child relationship. Significance and Implications: Recommendations are made for children to be more actively involved in family language policy research, taking into account their emotional links to, and experiences with, various aspects of language use. In addition, a focus on emotions can assist in a better understanding of the links between language and identity, giving children and parents the space to reflect on and articulate their different points of view, shaping family language policy. [ABSTRACT FROM AUTHOR]

Situations of language contact are often the norm for sign languages. This article investigates a case of unimodal contact between Cena, a young sign language in its third generation that is used in a small rural community in Brazil, and Libras, the national sign language of Brazil. Our analysis concerns one by-product of this contact: reiterative code-switches, wherein signers produce a sequence of two signs—one from each language—with the same meaning to label a single referent. We consider several motivations detailed in existing literature on code-switching, before proposing an explanation motivated by the disambiguation of reversible (therefore potentially ambiguous) verb events, primarily by using reiteration to focus agents. We suggest that with this phenomenon, we see signers employ a previously unattested strategy to mark arguments and thereby aid syntactic disambiguation. [ABSTRACT FROM AUTHOR]

Code-switching is one of sociolinguitics phenomenon when a a speaker of bilingual or multilingual switch from a language to another one. The research aims to figure out types of teacher' code-switching in the teaching and learning process in English class. The study applied a case study of qualitative descriptive research. The participant of the research was an English teacher at a state Islamic school in Sumedang. Observation and interview were used to collect the research data, and the data were analyzed based on code-switching theory proposed by Poplack (1980). The study revealed that (1) teacher applied three types of code switching, namely: intrasentential code switching, inter-sentential code switching, and tag switching; (2) the most frequently used types of code switching used was intrasentential code switching followed by inter sentential code switching and tag switching. Code switching is used by the teacher to reduce either students' misunderstanding of the lesson or their difficulty understanding the English lesson offered by the English teachers in the classroom. [ABSTRACT FROM AUTHOR]

Code‐switching occurs regularly in the input to bilingual children. Yet, the effect of code‐switched input on language development is unclear. To test whether word learning would be affected by code‐switching, Spanish–English bilingual children (N = 45, 19 boys, MeanAge = 5.05 years; ethnicity: 37 Hispanic/Latino, six Non‐Hispanic/Latino, two unreported) were taught English‐like novel words in two conditions. In the English‐only condition, definitions for novel words were provided entirely in English. In the code‐switch condition, definitions for novel words were provided in English and Spanish, incorporating code‐switches. Children required fewer exposures to retain novel words in the code‐switch than the English‐only condition and this effect was not moderated by children's language ability or exposure to code‐switching, suggesting that code‐switched input does not pose word‐learning risks to bilingual children, including children with lower levels of language ability. [ABSTRACT FROM AUTHOR]

At a press conference in Japan, an L2-Japanese reporter questioned an L1-Japanese politician. Although the press conference was conducted in Japanese, the politician code-switched to English during their exchange. The reporter challenged the politician's code-switching; a confrontational exchange ensued. The reporter's reaction depicts the code-switching as linguistic microaggression. Linguistic microaggressions are verbal comments focused on language use itself which intentionally or unintentionally discriminate. I analyze two data sets: the press conference data and an interview with the reporter, and a survey conducted with over 300 L2-Japanese speakers in Japan. Microanalysis of the press conference reveals linguistic microaggression and a struggle for speaker legitimacy. Qualitative thematic analysis of survey data examines L2-Japanese speakers' reactions to unwanted code-switching. Together, analysis of these data sets shows how 1) linguistic microaggression can be resisted while asserting one's own speaker legitimacy, and 2) L2-Japanese speakers can react strongly to unwanted code-switching. Few studies examine unwanted code-switching. I argue that the code-switching examined here was linguistic microaggression and was perceived as a threat to L2 speaker legitimacy. Findings contribute to research that critically examines L2 speakers' struggles in Japan and have implications for understanding L2 speaker legitimacy. [ABSTRACT FROM AUTHOR]

This article widens the focus of the debate around multilingualism in early modern Europe. Using the life‐writing of a scholar, traveller and Protestant minister from the Scottish Highlands, Rev. James Fraser (1634–1709), it provides a North Sea perspective on the theme. The article sheds light on how Fraser and his locale (the 'firthlands' of northern mainland Scotland) produced a dynamic scholarly contribution in local, regional, national and transnational terms, one that was defined by a culture of code‐switching and polyglossia. Employing, in particular, his history of the Fraser family to 1674 and his three‐volume memoir of his travels in Europe, it finds a common thread in Fraser's life in its multilingual nature. Focusing first on the spoken word, and, subsequently, on reading and writing, the article shows how Fraser's evidence from the seventeenth‐century Scottish Highlands provides a vital insight into how the English language rose in the region and across the Atlantic archipelago, and, conversely, how early modern northern Europeans, speakers of minority languages, in particular, experienced and sustained multilingual cultures. [ABSTRACT FROM AUTHOR]