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.

No description available.

by Lee Siu Lun. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 210-217). / Chapter 1. --- Introduction --- p.1 / Chapter 2. --- Hong Kong's Linguistic Situation and Relevant Literature --- p.4 / Chapter 2.1 --- Languages in Hong Kong --- p.6 / Chapter 2.1.1 --- Functions of Languages in Hong Kong --- p.8 / Chapter 2.1.2 --- Status of English and Chinese --- p.10 / Chapter 2.2 --- "Sociolinguistics, Sociology of Language and Ethnography of Speaking" --- p.12 / Chapter 2.3 --- "Code switching, Code-mixing and Borrowing" --- p.13 / Chapter 2.3.1 --- Code --- p.13 / Chapter 2.3.2 --- Code switching and Code-mixing --- p.14 / Chapter 2.3.3 --- Borrowing --- p.16 / Chapter 2.4 --- Romanization --- p.22 / Chapter 2.5 --- The Hong Kong Case: Review of relevant Literature --- p.22 / Chapter 3. --- Research Design and Methodology --- p.29 / Chapter 3.1 --- Research Design --- p.29 / Chapter 3.2 --- Data Collection --- p.32 / Chapter 3.3 --- Sample --- p.35 / Chapter 3.4 --- Qualitative and Quantitative Analysis --- p.37 / Chapter 3.4.1 --- Discussion on descriptive analysis --- p.38 / Chapter 3.4.2 --- Discussion on ethnographic analysis --- p.39 / Chapter 3.4.3 --- Discussion on statistical analysis --- p.39 / Chapter 3.4.4 --- Discussion on implicational analysis --- p.39 / Chapter 4. --- A Description of Different Types of English Items Occurringin Cantonese Conversations --- p.42 / Chapter 4.1 --- Names (N) --- p.43 / Chapter 4.1.1 --- Personal names --- p.44 / Chapter 4.1.2 --- Place names --- p.55 / Chapter 4.1.3 --- Brand names --- p.56 / Chapter 4.1.4 --- "Titles of songs, movies and books, etc" --- p.56 / Chapter 4.2 --- English alphabetical letters (EAL) --- p.57 / Chapter 4.3 --- English items with no Cantonese Equivalent (ENo) --- p.59 / Chapter 4.4 --- English items that appear in the wrong place (EWP) --- p.60 / Chapter 4.5 --- """Voluntary"" mixing (VM)" --- p.63 / Chapter 4.6 --- Code switching - intersentential mix (CS) --- p.65 / Chapter 5. --- The Conversational Functions of the Mixed Code: An Ethnographic Approach --- p.66 / Chapter 5.1 --- Quotation --- p.68 / Chapter 5.2 --- Addressee specification and topic change --- p.69 / Chapter 5.3 --- Interjection --- p.74 / Chapter 5.4 --- Reiteration --- p.74 / Chapter 5.5 --- Personification and objectivization --- p.77 / Chapter 5.6 --- Concluding remarks --- p.78 / Chapter 5.7 --- Limitation of the analysis --- p.80 / Chapter 6. --- Statistical Results --- p.82 / Chapter 6.1 --- Frequency of Occurrence - Descriptive statistics --- p.82 / Chapter 6.1.1 --- The database --- p.83 / Chapter 6.1.2 --- """Voluntary"" mixing" --- p.87 / Chapter 6.2 --- Testing for Independence --- p.88 / Chapter 6.2.1 --- The sample --- p.89 / Chapter 6.2.2 --- Statistical tools --- p.89 / Chapter 6.2.3 --- """Voluntary"" mixing and code switching" --- p.90 / Chapter a. --- Setting --- p.90 / Chapter b. --- Genre --- p.93 / Chapter c. --- Topic --- p.94 / Chapter d. --- Participants --- p.96 / Chapter 6.2.4 --- Concluding remarks --- p.97 / Chapter 6.3 --- Implicational Patterning --- p.98 / Chapter 6.4 --- Wave Model --- p.101 / Chapter 7. --- Summary and Conclusion --- p.107 / Chapter 8. --- Limitations and Future Research --- p.114 / Appendix 1: Notes on the History of Hong Kong --- p.117 / Appendix 2: Sample Questionnaire --- p.120 / Appendix 3: Sample Data - Bilingual newsheadline --- p.123 / Appendix 4: Database --- p.125 / Appendix 5: Romanization Systems --- p.207 / Appendix 6: Exceptions to the implicational scales --- p.208 / Bibliography --- p.210

Thesis (M.A.)--University of Hong Kong, 1989. / Also available in print.

published_or_final_version / abstract / Linguistics / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Linguistics / Master / Master of Philosophy

published_or_final_version / abstract / Linguistics / Master / Master of Arts

M. Tech. Language Practice / This case study investigated the Afrikaans communication of Grade 10 Afrikaans home language pupils from a dual-medium Free State high school. The participants on whom this study focusses were therefore constantly exposed to an alteration between English and Afrikaans, and the researcher believed their communication would be filled with English code-switched words. It was speculated that these pupils would code-switch often due to the fact that the communication in the school constantly moved between Afrikaans and English. The researcher set out to determine (1) in what way and how often the English code-switching used by these pupils affected the spoken meaning of their communication. She also wanted to know (2) which type of English code-switched words were used most frequently and (3) if these words occurred mostly on intra-sentential or extra-sentential level. Another aim of the study was to (4) establish what aspects of these pupils' spoken Afrikaans were affected by English code-switching and how many times they were affected.

University of Macau / Faculty of Arts and Humanities. / Department of English