The present study analyzed the language in the script of the bilingual play Mi Vida Gitana `My Gypsy Life' (Malán, 2006) in order to better understand issues relating to codeswitching (CS). The analysis was done from a structural and a functional perspective and utilized various models developed by renowned CS scholars. For the structural analysis, I utilized concepts and ideas put forth in the three-tiered typology created by Muysken (2000) and the Matrix Language Frame model developed by Myers-Scotton (1993). The results of this portion of the study showed that some form of CS, whether occurring between turns or within turns, was observed in 78% of all turns. With regard to CS types and elements most commonly observed in the data, the alternation of clauses and the insertion and alternation of nouns and noun phrases were the predominant phenomena occurring in the script. I used Myers-Scotton's (1993) Markedness Model and Gumperz's (1982) functions of conversational CS to guide the functional analysis conducted during this study. The results arising from this portion of the analysis showed that CS served an important function in terms of character development. Marked and unmarked CS helped create different characters and likely assisted audiences in understanding those characters. The data analyzed also showed that CS served a purpose with regard to the communication of the message to diverse audiences. The use of reiterations and conjunctions were determined to be important CS strategies that contributed to making the story accessible to bilingual as well as monolingual audiences. The results of this study are in line with previous research that has documented the types of structures found in English-Spanish CS and some of the functions served by this phenomenon. The implications of the study provide additional support for the recognition of CS as a possible factor in the language acquisition process and suggest that language educators acknowledge its occurrence and utilize it to further develop learners' language skills.

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This study explored instructional strategies that teachers in multilingual mathematics classrooms use to support the development of mathematical proficiency in algebra. The need for improvement of mathematics matriculation results in many multilingual schools is a well accepted concern in South Africa. The research method used was two case studies. In one case, the teacher shared a home language with all the learners. In the other case, the teacher did not share a home language with most of the learners. Data collected revealed that the teachers used language strategies as well as other strategies that would be used in any other mathematics classroom. These strategies were: Interactive Instruction; Scaffolding; Multiple Representations; Code-Switching and Language Modes. The data further revealed that the strategies were not used in isolation but in different combinations as needed, to support the learners.

Significant research has been done regarding the influence of age of acquisition (i.e., the age at which one is exposed to a second language (L2)) on L2 learning (e.g., Johnson & Newport, 1989; Bialystock & Hakuta, 1999). Some researchers have shown that bilinguals who have learned their second language early in life may differ in their fluency from bilinguals who learned their second language later in life (White & Genesee, 1996; Flege, 1999). Specifically, studies have suggested that bilinguals who have not acquired their L2 by puberty will never acquire native-like proficiency (Lenneberg, 1967); however, others claim that there is not one particular age after which native-like language proficiency cannot be achieved (Birdsong and Molis, 1998; Flege; 1999). However, little research has been done regarding the effect that age of acquisition has on how bilinguals code switch and what rules govern this code-switching. Early research by Poplack (1980) found that late (i.e., those who learned the L2 in adulthood), less fluent bilinguals had different code switching tendencies than early (i.e., those who learned L2 in childhood), more fluent bilinguals. Lipski (1985) suggested that early bilinguals will engage in intrasentential switching while late bilinguals will rarely do so. In the present study, 26 early and late Spanish-English bilingual speakers made acceptability judgments on intra- and intersentential switches. Results indicate that there is no statistical difference between early and late bilinguals when responding to whether a mix was good or bad, and how good or bad a mix was. There were, however, trends in the results which indicate that early bilinguals may respond faster to code switches than late bilinguals, suggesting that early and late bilinguals may process language differently. Further research is needed to confirm this finding.

In dieser Studie werden zwei Forschungsfragen analysiert. Die erste Frage konzentriert sich darauf, herauszufinden, welche pragmatischen und semiotischen Funktionen in der Alltagssprache des deutschsprachigen Raums in Bezug auf die Verwendung von Emojis existieren. Die zweite Forschungsfrage konzentriert sich darauf, einen Zusammenhang zwischen dem Konzept des Code-Switching und Emojis zu finden, die beim Schreiben von Textnachrichten verwendet werden. Diese Studie wird auf der Grundlage der systematischen Korpusanalyse analysiert. Als Korpus wird das deutsche Korpus MoCoDa2 (Mobile Communication Database 2) verwendet. Unter Verwendung dieses Korpus wurden vier WhatsApp-Chats von verschiedenen Personen für die weitere Analyse ausgewählt. Was schließlich analysiert wurde, ist, dass die Emoji zwei spezifische pragmatische Funktionen hat. Diese beiden Funktionen sind adding tone und injecting a positive mood. Diese Funktionen haben gezeigt, dass sich der Einsatz von Emojis auch in weniger positiven Kontexten in einem Chat zwischen verschiedenen Personen positiv auswirken kann. Es wurde auch gezeigt, dass eine andere pragmatische Funktion namens text replacement einen Teil der Wirkung im Code-Switching-Konzept initiiert. Diese Funktion erklärt, dass ein Wort oder Satz durch ein oder mehrere Emojis ersetzt werden kann. Eine Emoji wirkt dann, wenn es für andere, mit denen man schreibt, verständlich sein soll.

The purpose of this degree paper is to look at some adolescents’ use of English inconversations outside of school. Adolescents in today’s society come into contact with theEnglish language in various different ways and one of these can be through oral interactionwith others.By using a mixed-method approach consisting of a questionnaire and interviews thisqualitative study provides an insight into some adolescents’ extramural Englishinteractions. The goal is to find out why some students at a school in the south of Swedenchoose to speak English in settings where there is no apparent reason for them to do so. Theaim is also to see what the conversations look like and what attitudes the students havetowards English. It was found that the main reason is because the students think it is morefun to speak English than Swedish. They claimed that they can express themselves better inEnglish and that it sounds better to speak English. The conversations occur spontaneouslyand errors are corrected. Two groups of students were interviewed and their answersdiffered, because their attitudes towards English differed. The students, who engaged themost in extramural English conversations, were well aware of the usefulness of English.

This dissertation aims to investigate when and why code-switching occurs and the attitudes towards code-switching among teachers and students in four EFL classrooms in two mediumsized secondary schools. To be able to reach the goals set forth for this study we used classroom observations, student questionnaires and teacher interviews. We managed to get thecooperation of four teachers and four classes of students, two classes of eight graders and two classes of ninth graders.The previous research on the subject of code-switching has shown both positive and negative sides of its use and existence. Although extensive research has been done on the subject it is far from complete and there are still many interesting aspects left to investigate. The resultspresented in this study and the opinions raised by the participating teachers and students are in line with the already given results. Our conclusions are that the use of code-switching can be both beneficial and negative in learning/teaching situations.

In dieser Studie werden zwei Forschungsfragen analysiert. Die erste Frage konzentriert sich darauf, herauszufinden, welche pragmatischen und semiotischen Funktionen in der Alltagssprache des deutschsprachigen Raums in Bezug auf die Verwendung von Emojis existieren. Die zweite Forschungsfrage konzentriert sich darauf, einen Zusammenhang zwischen dem Konzept des Code-Switching und Emojis zu finden, die beim Schreiben von Textnachrichten verwendet werden. Diese Studie wird auf der Grundlage der systematischen Korpusanalyse analysiert. Als Korpus wird das deutsche Korpus MoCoDa2 (Mobile Communication Database 2) verwendet. Unter Verwendung dieses Korpus wurden vier WhatsApp-Chats von verschiedenen Personen für die weitere Analyse ausgewählt. Was schließlich analysiert wurde, ist, dass die Emoji zwei spezifische pragmatische Funktionen hat. Diese beiden Funktionen sind adding tone und injecting a positive mood. Diese Funktionen haben gezeigt, dass sich der Einsatz von Emojis auch in weniger positiven Kontexten in einem Chat zwischen verschiedenen Personen positiv auswirken kann. Es wurde auch gezeigt, dass eine andere pragmatische Funktion namens text replacement einen Teil der Wirkung im Code-Switching-Konzept initiiert. Diese Funktion erklärt, dass ein Wort oder Satz durch ein oder mehrere Emojis ersetzt werden kann. Eine Emoji wirkt dann, wenn es für andere, mit denen man schreibt, verständlich sein soll.

This thesis surveyed a group of second generation Mexican-American Spanish-English bilingual speakers in the Coachella Valley, California to determine common motives for code-switching in speech. In previous studies, motives or triggers to code-switching have been identified and recorded in major urban cities such as Los Angeles and New York, and this thesis seeks to identify this phenomenon in the rural and agricultural cities of the Coachella Valley, with focus on Indio and Coachella, CA. Furthermore, another goal of this study was to analyze research on code-switching in a sample of older adults ages 45-75 as compared to much of the research that tends to focus on young adults or children. This study also took into consideration the code-switching patterns between males and females.This thesis analyzed 10 audio-recorded interviews of second generation Mexican-American Spanish-English bilingual speakers. The interviews were recorded in Indio, CA in 2015. The data collected were analyzed for naturally occurring code-switching pattern frequencies, code-switching differences found between genders, and code-switching differences found in age groupings.The results showed similar findings to those found in previous studies on code-switching patterns, the greater code-switching frequency in women, and the stronger disapproval of code-switching in adults.

This paper aims to investigate whether language use can account for the differences in code-switching within the article-noun phrase in children exposed to English and German, French and Russian, and English and Polish. It investigates two aspects of language use: equivalence and segmentation. Four children’s speech is derived from corpora of naturalistic interactions recorded between the ages of two and three and used as a source of the children’s article-noun phrases. We demonstrate that children’s CS cannot be fully explained by structural equivalence in each two languages: there is CS in French-Russian although French does, and Russian does not, use articles. We also demonstrate that language pairs which use higher numbers of articles types, and therefore have more segmented article-noun phrases, are also more open to switching. Lastly, we show that longitudinal use of monolingual articles-noun phrases corresponds with the trends in the use of bilingual article-noun phrases. The German-English child only starts to mix English articles once they become more established in monolingual combinations while the French-Russian child ceases to mix French proto-articles with Russian nouns once target articles enter frequent use. These findings are discussed in the context of other studies which report code-switching across different language pairs.