Thesis (Ph.D.) - University of Queensland, 2003. / Includes bibliography.

Thesis (Ph.D.) - University of Queensland, 2006. / Includes bibliography.

Thesis (M. Phil.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (p. 409-430).

Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The community of Paarl, in the Western Cape, is traditionally Afrikaans-speaking. This research investigated whether a language shift has occurred in some middle-class communities in Paarl. Certain Coloured neighbourhoods were identified. The emphasis was also on whether Afrikaans-speaking parents chose to raise their children in English. It was found that a language shift, predominantly towards English, has indeed occurred where Afrikaans first language (L1) parents were raising their children in English. This finding differs from earlier studies by Anthonissen and George (2003) and by Fortuin (2009), in which only two or three families were studied, whereas this study engaged with 50 households. This study focused mainly on the parents and their views about their decisions. Not only was the occurrence of a language shift confirmed, but the complexity of the matter was also highlighted. An attempt to preserve Afrikaans as heritage language was also noted. / AFRIKAANSE OPSOMMING: Die gemeenskap van Paarl, in die Wes-Kaap, is tradisioneel Afrikaanssprekend. Hierdie navorsing ondersoek of daar ’n taalverskuiwing in die middelklasgemeenskap in Paarl plaasgevind het. Die klem is ook laat val op die vraag of dit Afrikaanssprekende ouers is wat kies om hulle kinders in Engels groot te maak. Die bevinding was dat ’n taalverskuiwing wel plaasgevind het waar ouers met Afrikaans as moedertaal verkies om hulle kinders in Engels groot te maak. Die verskuiwing is derhalwe hoofsaaklik na Engels. Hierdie bevindings verskil van vroeëre studies deur Anthonissen en George (2003), asook Fortuin (2009), wat twee of drie spesifieke families ondersoek het; daarteenoor het hierdie studie 50 huisgesinne betrek. Die studie fokus hoofsaaklik op die ouers en hulle siening oor die rede vir hulle besluit. Die studie het nie net bevestig dat ’n taalverskuiwing plaasgevind het nie, die kompleksiteit van die kwessie is ook uitgelig. Daar is ook waargeneem dat ’n poging aangewend word om Afrikaans as moedertaal te behou.

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Code-switching is a common feature of bilingual language use and has multiple factors that influence the frequency and type of code-switching. 56 Spanish-English bilingual children recorded sessions of Spanish-designated and English-designated interactions with a caregiver at 2.5 and 3.5 years. These sessions were transcribed and coded for all code-switched utterances. At both ages, we found: (1) Children switched to English more frequently than they switched to Spanish. (2) Their degree of English dominance was a positive predictor of their frequency of switching to English, but a negative predictor of their frequency of switching to Spanish. Between 2.5 and 3.5 years, children became more English dominant, and their rate of switching to English increased while their rate of switching to Spanish decreased. The present findings suggest that the strongest influence on bilingual children’s code-switching is their relative proficiency in their two languages and as that proficiency changes, their code-switching changes. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

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Indiana University-Purdue University Indianapolis (IUPUI) / This thesis began, as I imagine most theses do, as a very formal and very orthodox research paper. While it continues to be this to a measurable extent, it has undergone a metamorphosis. In these pages I discuss the serious challenges faced in schools (as well as the setbacks endured inside their walls) by native-English speaking children of all cultures and creeds, who speak forms of English other than Standard English (hereafter SE) in their homes and with their family and friends. I then contrast these challenges with the stark advantages enjoyed by children who, due likely to their inherited socio-economic class, make regular use of SE inside their residences and with their peers and relations. One non-standard dialect of English found in widespread use by young boys and girls in the United States is African American English (hereafter AAE). Because success in U.S. schools depends heavily on students’ production and comprehension of SE, those youngsters who already employ SE as their principal language are at an immediate educational advantage, one that is, by default, not afforded to children who as a rule speak a dialect/language other than SE, such as AAE. Within these pages you will find an official statement made by the TESOL (Teaching English to Speakers of Other Languages) Executive Committee that soundly validates African American English as a true, rule-governed linguistic system, and thus a language. I also discuss my view that to devalue a child’s language in school, by not validating it as true, operative speech—“Don’t talk that way, that’s wrong!”—is, in essence, to devalue the whole child. It is an act that will be perceived negatively and reacted to negatively by most children. In addition to these issues, I discuss the prevalence of AAE in American society at large, as well as its prevalent use by non-African American youth.