Thesis (M.A.)--Mississippi State University. Department of Foreign Languages. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (doctoral)--Stockholm University, 2001. / Added t.p. with thesis statement inserted. Includes bibliographical references (p. [201]-214) and index.

Thesis (doctoral)--Radboud Universiteit Nijmegen, 2009. / Includes bibliographical references (p. [261]-266).

Thesis (doctoral)--Stockholm University, 2001. / Added t.p. with thesis statement inserted. Includes bibliographical references (p. [201]-214) and index.

Thesis (doctoral)--Uppsala universitet, 1991. / Summary in English. Includes bibliographical references (p. 147-154).

Thesis (Ph. D.)--University of Nijmegen, 1998. / Includes bibliographical references (p. [409]-424).

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The study reported on in this thesis focuses on six English-German bilingual preschool children in Cape Town. The thesis is interested in understanding the relation between codeswitching (the frequency, type and function thereof) in bilingual children and the duration of exposure that they have had to each of their languages. During the course of my training as a teacher, I have noticed differences in the codeswitching behaviour of different bilingual children. Most children seemed to switch between their two languages effortlessly. However, some children seemed to switch between codes more often than others, which may be a consequence of the duration of language exposure. It is therefore possible that bilingual children with different language backgrounds show differences in the frequency, type and function of their codeswitching behaviour. This thesis aims to investigate (i) the amount of codeswitching that is employed by bilingual children with different language backgrounds, (ii) the type of codeswitching that bilingual children employ and (iii) the function of the use of codeswitching by these children. The participants of the study were 5- and 6-year-olds who attend the German preschool in Cape Town, which is a predominantly German-speaking institution. Children who attend the school have a range of different proficiency levels in German and in English; they have acquired the two languages either simultaneously or successively. The language background, namely the duration of language exposure to both languages, was analysed with the help of parental questionnaires. In addition, the children themselves were asked to visually represent a biographic image of their language proficiency and their language preferences by colouring in a basic outline of a human body. By means of this analysis, the participants were categorised according to their type of bilingual acquisition and the input they receive at home and in other environments. In order to investigate whether children of different language types show differences in the frequency, type and function of their codeswitching behaviour, codeswitching behaviour in both formal and informal settings were audio recorded. The recordings were transcribed and annotated for frequency of switches. All instances of codeswitching found in the data were then classified based on the differentiation between intersentential codeswitching and intrasentential (including intraword) codeswitching. The qualitative analysis of the data was carried out in terms of Poplack‟s (1980) grammatical constraints. The codeswitches that were found in the data were further analysed according to the function of their use. The findings of the analysis were then categorised in relation to the type of bilingual exposure of the individual participants. The results have shown that there is indeed a difference in the codeswitching behaviour of children with different language backgrounds. Participants who have had less German input switched more often to their dominant language, namely English, than participants who have been exposed to equal input in both languages or those who speak German as mother tongue. Data analysis further showed that successive bilinguals not only switch more frequently but also make use of codeswitching (rather than other discourse strategies) in order to fill lexical gaps. / AFRIKAANSE OPSOMMING: Die studie waaroor daar in hierdie tesis verslag gelewer word, fokus op ses Engels-Duits tweetalige voorskoolse kinders in Kaapstad. In die tesis wou daar vasgestel word wat die verhouding is tussen kodewisseling (die frekwensie, tipe en funksie daarvan) in tweetalige kinders en die duur van die blootstelling wat hulle aan elk van hulle tale gehad het. Tydens my onderwysopleiding het ek opgelet dat daar verskille bestaan in die kodewisselingsgedrag van verskillende tweetalige kinders. Die meeste kinders blyk moeiteloos tussen hul twee tale te wissel. Sommige kinders blyk egter meer dikwels as ander tussen die tale te wissel, wat „n gevolg mag wees van die duur van taalblootstelling. Dit is daarom moontlik dat tweetalige kinders van verskillende taalagtergronde verskille toon in die frekwensie, tipe en funksie van hul kodewisselingsgedrag. Die doel van die tesis was om die volgende te ondersoek: (i) die hoeveelheid kodewisseling wat deur tweetalige kinders van verskillende taalagtergronde gebruik word, (ii) die tipe kodewisseling waarvan deelnemers gebruik maak, en (iii) die funksie van die gebruik van kodewisseling deur hierdie kinders. Die deelnemers aan die studie was 5- en 6-jariges wat 'n Duitse kleuterskool in Kaapstad bygewoon het. Die skool is 'n oorwegend Duitssprekende instelling. Kinders wat die skool bywoon, toon 'n wye reeks vaardigheidsvlakke in Duits en in Engels; hulle het die twee tale óf gelyktydig óf opeenvolgend verwerf. Die taalagtergrond, naamlik die duur van blootstelling aan beide tale, is met behulp van 'n ouervraelys geanaliseer. Die kinders self is gevra om 'n biografiese beeld van hulle taalvaardighede en taalvoorkeure visueel voor te stel deur die buitelyne van 'n menslike liggaam in te kleur. Deur hierdie analise is deelnemers geklassifiseer volgens die tipe tweetalige verwerwing en die toevoer wat hulle tuis en in ander omgewings ontvang het. Om vas te stel of kinders van verskillende taalverwerwingstipes verskille toon in die frekwensie, tipe en funksie van hul kodewisselingsgedrag, is daar klankopnames gemaak van kodewisselingsgedrag in beide formele en informele situasies. Die opnames is getranskribeer en geannoteer vir frekwensie van wisselings. Alle gevalle van kodewisseling wat in die data aangetref is, is dan geklassifiseer op grond van die onderskeid tussen intersentensiële kodewisseling en intrasentensiële (en intrawoord-) kodewisseling. Die kwalitatiewe analise van die data is uitgevoer in terme van Poplack (1980) se grammatikale beperkinge. Die kodewisselings wat in die data gevind is, is verder geanaliseer volgens die funksie van hul gebruik. Die bevindinge van die analise is toe vergelyk met die tipe tweetalige blootstelling van die individuele deelnemers. Die resultate het getoon dat daar inderdaad 'n verskil in die kodewisselingsgedrag van kinders met verskillende taalblootstellingsagtergronde is. Deelnemers wat minder Duitse toevoer gehad het, het meer dikwels na hul dominante taal (naamlik Engels) gewissel as deelnemers wat ewe veel blootstelling aan albei tale ontvang het of Duits as moedertaal praat. Data-analise het verder aangetoon dat opeenvolgende tweetaliges nie net meer dikwels kodewissel nie maar ook gebruik maak van kodewisseling (eerder as van 'n ander diskoersstrategie) om leksikale gapings te vul.

The research described in this thesis is a case study of the communicative repertoires of teachers and learners of a grade seven class in a small rural primary school. The aim of the investigation was to find out if code switching is different in content-subject classes than in an English language class. The study accomplishes this by looking at code switching in different learning areas. Different research techniques such as observations, video. recording, taking of field notes and interviews are used as the means of data collection. The study does not attempt a full linguistic description of the switches made by the research subjects. For example, it does not deal with linguistic constraints on code switching, but instead it focuses on the functional aspects of code switching. The study reveals that there are various functions of code switching in the classroom. The following are the major findings noted in this study: • Code switching is a communicative resource, which enables the teachers and learners to accomplish a considerable number and range of social and educational objectives. • Code switching is used to negotiate and renegotiate meaning. • How teachers code switch in class depends on how difficult the lesson is for the learners. • The study reveals no major differences between code switching In content subjects than in English as a subject. • Although tbe subjects engage in code switching, they seem to feel guilty about their behaviour.

Research on code switching (CS), the use of more than one language in a single piece of discourse, has focused on various aspects of the phenomenon. For example, research has concentrated on switching that occurs between turns of interlocutors in a piece of discourse, sometimes between sentences within a single tum and sometimes within a sentence. Researchers have approached this discourse behaviour from various perspectives. For instance, some investigate the social functions of the switches, others explore the linguistic constraints on the switches. Furthermore, most of this research has examined CS in non-educational contexts. Research on classroom CS, the focus of this study, took hold in the mid 1970s. Researchers began to investigate the communicative functions of CS and the frequency with which teachers and learners used certain languages to perform different functions. Recent studies on classroom CS focus on the sequential flow of classroom discourse and "the way in which codeswitching contributes to the interactional work that teachers and learners do in bilingual classrooms" (Martin-Jones 1995:91). The approach used in these studies is the conversational analytic approach grounded in ethnographic observation. In South Africa little research has been done on classroom CS, though it makes an important contribution to the interactional work of teachers and learners in classrooms. This study explores the use of English and Xhosa in the classroom as a learning and communicative resource. Its focus is on the communicative functions of the switching behaviour of a teacher as she interacts with her pupils. In other words, this study looks at how the research subject uses English and Xhosa to get things done in the classroom. As the classroom situation observed is dominated by the teacher, this study concentrates mainly on her communicative repertoire. It does not attempt a full linguistic description of the switches made by the research subject, for example, it does not deal with linguistic constraints on CS. One of the major findings noted in this study is that the research subject does not use CS so as to avoid using English. She uses CS as a learning resource. It has also been noted that CS is used by the research subject as a contextualisation cue, for example, we noted the way it co-occurs with other contextualisation cues like nonverbal communication cues. This is in line with Martin-Jones' (1995) viewpoint that CS is not used by bilingual teachers simply to express solidarity with the learners but to negotiate and renegotiate meaning.