<p>This study aims to find out what students think about bilingualism as well as whether there are advantages and disadvantages of it, based on the children's perspective. All children in this class are bilingual, is thus a mother tongue other than Swedish. All were born in Sweden but has parents who are originally from / born in other countries in addition to having mom who was born in Sweden but originally from another country. In my study I have chosen to use qualitative methods in which I used semi-structured interviews and non participant observations. In the study, I have come to interview the children think that being bilingual is good, they mean that there are some drawbacks to this except that it can sometimes be a bit hard when someone does not understand. Also what they think is good with bilingualism is that you can use the languages depending on where you are, if they go to their homeland, they speak their mother tongue with people, relatives because they do not understand Swedish. Or sometimes they need their mother tongue during lesson time when they do not understand a word. Or when they work together with someone who speaks the same language as them, then they sometimes speak the language because it is easier to explain and understand. Being bilingual has formerly been regarded as something negative, but with time, this in turn has changed. Today it has become increasingly common to be bilingual or multilingual, the more languages you know, the better you can get in the society, and then you can switch between languages. To know two languages gives the individual a broader cultural experience.</p>

This thesis focuses on the negotiation of power and identity between Swiss students and instructors in the Swiss classroom. Although Schriftdeutsch1 is the official language of secondary schools in Switzerland, speakers often practice code-switching, which serves many conversational functions (Auer 1998). This paper examines how Germans-peaking Swiss use code-switching strategies to negotiate power and identity in the classroom. My data is drawn from interactions in the classroom and a short interview. Using a constructivist methodology based on conversation analysis (Antaki & Widdicombe 1998; Meinhof & Galasinski 2005; Pavlenko & Blackledge 2004), I analyse classroom discussion in terms of the discourse functions of code-switching and how Swiss German is used to negotiate power and identity in interaction. This thesis reveals an unmarked classroom situation and shows that codeswitching fulfills important functions in classroom discourse. / Applied Linguistics

No description available.

<p>This essay investigates cases of Swedish-English code-switching in a bilingual discussion forum on the Internet. Code-switching is a linguistic term used to describe switches from one language to another in discourse. The material consists of excerpts from the forum which have been analyzed and presents various cases of code-switching which appeared in the forum. The examples from the forum presented in this essay are chosen due to their relevance to code-switching and bilingualism. The examples were analyzed according to Romaine’s (1989) and Klintborg’s (1999) classifications of code-switching.</p><p>The research questions sought to find out if, how and why the bilingual users in this forum code-switch when communicating. The results proved that the bilingual users do code-switch, and that the most common switch is the insertion of one word, or several words, in another language into an otherwise monolingual sentence. The discussion part also consists of a summary of the switches in the forum.</p><p>The conclusion of the study is that code-switching does exist in this forum, and the participants code-switch in different ways, however mainly to show hospitality and to signal a belonging to the group.</p>

Purpose: This study examined the effects of conceptual scoring on vocabulary performance of bilingual children with and without language impairment and the classification accuracy of an expressive vocabulary test across four scoring methods, single language and conceptual scoring, for bilingual (English-Spanish) children with and without language impairment. Method: Participants included English speaking monolingual children (n=14) and Spanish-English bilingual children (n=116) ages 5-11. Children completed the English and bilingual versions of the Expressive One-Word Picture Vocabulary Test. Four different scores were derived representing monolingual scores in English and Spanish, and three conceptual scores. Within-test conceptual scores credited children’s other language responses during the test; and across-test conceptual scores compiled a conceptual score across Spanish and English administrations of the test. Results: Across-test conceptual scoring resulted in better overall classification, sensitivity, and specificity than within-test conceptual scoring, which resulted in better overall classification, sensitivity, and specificity than monolingual scoring; however, neither method achieved minimum standards of 80% accuracy in sensitivity and specificity. Conclusions: Results suggest that bilingual children are not always able to readily access their second language in confrontation naming tasks. Priming or inhibition may play a role in test performance. Cross-test conceptual scoring yielded the highest classification accuracy and is the recommended method for clinical practice. / text

published_or_final_version / Linguistics / Master / Master of Philosophy

Not available / text

Este trabajo presenta los resultados de una investigación sobre el uso del inglés (la lengua materna de los estudiantes) por los profesores en la clase de segundo semestre de español a nivel de universidad. Los resultados mostraron que las profesoras escogían conscientemente la lengua que utilizaban así como cuándo y cómo la empleaban en clase. Parece que la experiencia de las profesoras como instructoras hacía que el inglés fuera menos usado por las que tenían más práctica como instructoras o un mejor domino de su L2, ya fuera ésta el inglés o el español. Sin embargo, los usos más discutidos y esperados del inglés en clase (logístico y pedagógico) no fueron en ningún caso el más común. La razón principal por la que las profesoras usaban el inglés era por cuestiones de relación de comunicación con sus estudiantes, es decir, el uso social de la lengua. This paper presents the results of a study centered on the use of English (L1 of the students) by teachers in the second-semester college level Spanish class. The results show that instructors consciously choose when and how they use English or Spanish and that the more experienced teachers, as well as those that have a better dominance of their L2, use less English in class. My research adds to that from previous investigations through the analysis of the social, logistical and pedagogical use of the students’ L1. My study shows that educators use English socially in order to establish rapport with their students far more often than for logistical or pedagogical reasons. / text

published_or_final_version / abstract / toc / Psychology / Master / Master of Philosophy

Lithuanian people do not speak pure Lithuanian language. In all districts there are used different dialects. Traditional dialects are used almost only in suburbs, because contacts between people are rarer. In towns and cities people speak interdialects. Interdialects are the result of interaction between language and dialects. How often people switch codes, depends on lots of reasons. We think that the main are situational, demographic and social factors, exactly the situation of conversation, age and intelligence of communicants., In this linguistic work as the primary factor we chose the situation of conversation, which can be unofficial and official. We investigated how interdialect can be stimulated by situation – what kind of influence can one communicants do to the other’s language. Other very important factor is the age, which we divided into four conditional groups: children, youth, middle – aged and elderly people. It is established that middle – aged and elderly people use interdialects, which are closest to traditional dialects. But this fact is valid almost only in unofficial situations. Children and youth more often use Lithuanian language forms of the phonetics, morphology, wordbuilding and vocabulary. The intelligence (education and profession) of communicants can be the reason why people switch codes, especially during official conversations. It is found that people, who studied in university and have university degree use interdialects, which are close... [to full text]