Mojawapo ya matokeo ya utandawazi ni kuwapo kwa simu za kiganjani na matumizi yake. Siku hizi nchini Tanzania mawasiliano ya simu yamekuwako kwa wingi kuliko ilivyokuwa tangu wakati wa uhuru hadi katikati ya miaka ya tisini. Lugha ya Kiswahili inayotumika katika simu hizi ni ya kiutandawazi na pengine si rahisi kuiona nje ya wigo huu wa kiutandawazi ambao pia unajumuisha mawasiliano kwa barua pepe, na maongezi katika tovuti. Suala kubwa tunalolijadili katika makala hii ni changamoto zinazoletwa na lugha hii katika Isimujamii, hasa kuchanganya msimbo (lugha) na kubadili misimbo (lugha) (code mixing and code switching). Kwahiyo mwelekeo wa makala hii ni utafiti wa matumizi ya lugha hii tandawazi kwa kuangalia simu za viganjani na athari yake katika nadharia za isimujamii. Madhumuni yetu ni kuangalia matumizi ya lugha ya Kiswahili katika simu za viganjani.

The purpose of this study is to investigate the nature of code switching between Tamazight and Arabic in light of Myers-Scotton's Matrix Frame Model (MLF) (Myers- Scotton, 1993), and the 4-M model of code switching (Myers-Scotton & Jake, 2000). Data come from the very first Libyan Tamazight news broadcast in Libya on May 2, 2011, during the uprising against the Gaddafi regime. I analyzed the broadcast in an attempt to understand the nature and implications of the switching between the two languages in the utterances of the speakers in the video. I also argued that in many ways what many might think of as code switching is actually borrowing. During the Gaddafi era, the government banned the use of Tamazight in formal settings such as the media, work place, and schools. Since the fall of Gaddafi and his regime, the Imazighen (or Berbers) in Libya have sought to present themselves, their language, and their culture as an important part of Libyan culture. Libya's Imazighen are bilingual speakers, a fact that set up the conditions for the switching between Tamazight and Arabic analyzed in this study. Their bilingualism, along with Libyan language policies under Gaddafi, help account for the nature of code switching in the data. This study documents contact phenomena among different languages in Libya. It also facilitates understanding of some of the sociolinguistic changes occurring there as a result of the political changes in the wake of so-called "Arab Spring."

The historical nature of language contact between French and Arabic in Algeria has created a sociolinguistic situation in which French is permeated throughout Algerian society. The prevalence and use of spoken French in Algeria by native speakers of Spoken Algerian Arabic has been a topic of interest to researchers of codeswitching since the 1970s. Studies have been conducted on codeswitching in Algerian media such as television, radio, and music. The hip hop scene has been active in Algeria since the 1980s. Algerian hip hop lyrics contain a multitude of switches into French. This study explores the structural makeup of the codeswitching between French and Spoken Algerian Arabic in Algerian hip hop. These are pattern that have gone heretofore unstudied. The purpose of this study was to utilize Myers-Scotton's MLF and 4-M models in order to analyze the codeswitching between Spoken Algerian Arabic and French found in the lyrics to the hip hop album Kobay by popular Algerian hip hop artist Lotfi Double Kanon. This study had two goals: the first was to document the structural patterns of the codeswitching found in the data. The second goal was to test Myers-Scotton's models and determine whether the patterns found in the data could be predicted by the MLF and 4-M models. In order to accomplish these goals, the lyrics to the album were transcribed, translated, coded and analyzed at the level of the complementizer phrase. The principles of the MLF and 4-M models were used as central tool for analysis. This study demonstrates that the codeswitching found in the lyrics to Kobay follow the principles of the MLF and 4-M models to a great extent. However, three examples of problematic data are presented. This is followed by a discussion on the social and structural implications of these findings.

Swedish school today is a mixture of children who come from different countries and speak different languages. Due to conflicts and war raging in various parts of the world, the refugee stream of people seeking asylum in Sweden has put much pressure on the schools around the country. Studies show that immigrant children fall behind in the education and that students whose first language is not Swedish do not reach the knowledge requirements and goals for English to the same degree of success as other groups of students. The aim for this thesis was to investigate what teachers in a K-3 English classrooms in Sweden do to support immigrant students, and what can be found in previous research to explain such poor performance. The aim was also to explore what methods teachers report using and how these methods are connected to Lgr11 and previous research. The use of Swedish instead of the target language when teaching English seems to be dominating in the schools. Since research found shows that children tend to use their first language when learning additional languages, the use of Swedish becomes demanding and confusing for the immigrant students: they end up having to learn a new language in a new language.

This study aims to investigate when and how much German as well as Swedish is spoken by teachers and pupils in two high school classes. On top of that, the study includes both the teachers´and pupils´attitudes towards the usage of the languages in their German lessons. To answer this, observations during lessons were made and both online surveys to teachers and group interviews with a handful of pupils were constructed. The information gathered was later analyzed with a qualitative content analysis. What could be observed was that both Swedish and German were spoken by teachers, but for different parts of the lesson. They spoke Swedish for example when teaching grammar and clarifying instructions, but German when they asked simple questions or talked about texts during the lesson. The students on the other hand mostly spoke Swedish with each other and sometimes even when asking questions to the teacher. However, when the teacher made clear that they were supposed to speak German, they did. Most of the teachers and pupils would prefer a mix between German and Swedish in their classroom because they saw benefits with both languages in use. For example the fact that Swedish could be used to easily clarify lesson content and German could be used for the pupils to both practice speaking and hearing German.

EFL classrooms in Sweden are multilingual spaces which consist of a wide range of learners with different backgrounds; constantly forcing teachers to adapt their practices to what they believe will be most beneficial for the students’ learning outcomes. This study focuses on teachers' language practices in EFL classrooms in lower secondary education. The study will present if English teacher practices involve translanguaging patterns or not through classroom observations. The observed practices will be examined and compared with additional data from post-observation interviews to gain context and the teachers’ beliefs to the observed practices. The study aims to map and increase our understanding of teachers' language practices in the EFL classroom, focusing on the perspectives of the teachers. Three different teachers were observed at two different schools in Stockholm, working with students in grades 7 and 9. Field notes and results showed that the observed practices were mainly English only and connected to “English as a base language” + Swedish. Only one teacher translanguaged but all teachers were aware and conscious of their teaching choices and their impact on students’ learning outcomes. Two out of three teachers could imagine incorporating translanguaging patterns in their teaching, while the third teacher believed in an English only approach with ultimate language immersion for proficiency development. The study showed that there is a slight difference in the role of the English language in the observed classrooms, which was expected since the syllabus (Lgr22) neither encourages nor prohibits the use of Swedish when teaching English; so naturally the different teachers use their linguistic resources differently. However, all teachers proclaimed to be aware and have conscious thoughts behind their teaching decisions and they all emphasised on “being understood” as the most important aspect. Lastly, it was revealed that students mirror the teachers' linguistic behaviour even if the teacher specifically tells them not to.

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This study investigates code-switching among EFL students during pair work in uppersecondary school classroom settings. The aim is to uncover the reasons behind code-switchingand the factors influencing code-switching. Using a mixed-methods approach, the research usesclassroom observations and survey to collect data from 13 EFL students. Observations captured real-time code-switching instances, while the survey gathered students' perceptions and self-reported motivations for code-switching. The findings reveal that the most frequent reason for code-switching is a lack of vocabulary, both observed in the classrooms and reported by thestudents themselves. The second most frequent observed reason for code-switching is the needfor clarifications or explanations in Swedish. In students' self-reports, difficulty remembering English words was the second most common reason. Lastly, engaging in miscellaneous talkemerged as the third most common reason observed in classroom interactions, while studentsreported that code-switching occurs naturally or comes as a reflex as their third most commonreason in the questionnaire. The findings indicate that code-switching serves as a strategic toolto manage linguistic gaps, maintain conversational flow and express emotions, among otherthings.