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

After nearly 400 years of colonial occupation by Spain, the Philippine Islands were signed over to the United States in the 1898 Treaty of Paris along with other Spanish colonies, Guam and Puerto Rico. The American acquisition of the Philippine archipelago marked the beginning of rapid linguistic, social and political transformations that have been at the center of life in the Philippines for the last century, characterized by massive swings in national language policy, the structuration of the modern educational system, political reorganizations and increased involvement in the global economy. The rapid expansion of "education-for-all" during the American Period (1898-1946) set the foundation for the role of education in daily life and created a nation of multilinguals - contemporarily, most people speak, at the very least, functional English and Filipino (official and national languages, respectively) in conjunction with their L1 (mother tongue), of which there are an estimated 170 living varieties throughout the island array. This study focuses on the minority language of Ilocano, a branch of the Malayo-Polynesian (Austronesian) language family and is the third largest minority language spoken in the Philippines with over 9 million speakers spread throughout the islands, having a strong literary tradition and a clearly defined ethnolinguistic homeland in the northernmost region of the island of Luzon. The articles contained in this dissertation variously investigate the linguistic, social, and ideological implications of the last century of contact and colonization among speakers of Ilocano and seek to understand why (and how), in light of colonization, missionization, Americanization, and globalization, minority languages like Ilocano have remained robust. Taken together, these analyses shed light on the dynamic interplay between linguistic, social, and ideological processes as they shape contemporary language practices found among Ilocano speakers negotiating the terms of their local and national participation in a continually shifting social, political, and linguistic landscape.

<p>This study explored the use of code-switching in Biology classes at high school level, how it is used in the teaching and learning situation and its effect on the learners' performance in the subject. Grade 11 was chosen as it precedes the last year at high school.</p>

[Abstract]: The number of so-called ‘half-Japanese’ children (haafu) has been increasing in Japan over the last twenty years, and one place in which such multiethnic people exist in community is in the international school system. Although international schools typically deliver their curricula in English, most multiethnic students are equally familiar with the dominant Japanese culture and language, and can alternate between English and Japanese to accomplish discourse functions and express their hybrid identities. However, little research has been conducted into the bilingual interactional practices that multiethnic Japanese people use to accomplish aspects of their identity in mundane conversation.In conjunction with ethnographic observations and focus group discussions, this study adopts a conversational analytic (CA) approach to investigate some of these interactional practices. Specifically, the investigation draws on video-recorded data of the participants’ speech in naturally occurring conversations to explore the role of codeswitching in co-constructing aspects of identity in interaction with others.The study draws on Membership Categorization Analysis to examine the participants’ use of competency-related category bound activities to index identity in mundane talk, and Conversation Analysis to explore the role of discursive and situated identities in indexing transportable identities like ‘multiethnic Japanese’ in bilingual interaction. The investigation found several bilingual practices that index identity in multi-party talk, including the use of forward-oriented self-repair in bilingual word search sequences and backwards-oriented repair to design a translation in bilingual multi-party talk for a known non-native (or novice) speaker. In combination with embodied practices such as gaze shift, these bilingual practices worked by altering the participant constellation to partition recipients based on their perceived language preference.Throughout the study, mundane talk is seen as a key site in which multiethnic identity is made visible and co-accomplished by the participants.

This thesis is based upon a longitudinal study of L1 attrition in two bilingual teenage siblings, J and her older brother S, with Korean as their L1 and English as their L2. The two teenagers' initial exposure to English occurred at the age of 9. When the two siblings began to have sustained exposure to and immersion in an English L2 environment, they were at the postpubertal age. They had been attending high school in a Mid-Western city in the U.S for about two years when the study was conducted. The longitudinal study addressed three main questions. The first question concerned the siblings' language (L1 and L2) development, language dominance and cross-lingusitic influence from a bidrectional perspective. The second question examined the evidence for L1 attrition in relation to lexis, morphology and syntax, and their relative levels of vulnerability. The third question examined the role of extra-linguistic factors in the process of L1 attrition. In order to address the above questions, the two siblings were observed in their home over a period of 8 months. The data for the longitudinal study included the siblings' (i) spontaneous speech interactions in the home (ii) oral narratives in the L1 and L2 and (iii) their responses to a language background questionnaire. The results showed that the two siblings' English L2 developed and improved over time, but that they continued to maintain their L1 (Korean) as their dominant language. The evidence from both siblings' L1 and L2 use supported bidirectional cross-linguistic influence (i.e. from the L1 onto the L2 and from the L2 onto the L1). L1 attrition occurred only minimally in relation to morphology (e.g. honorification, case particles, classifiers, and plural marking) and lexical choice, while the siblings' L1 syntax remained relatively stable over time. Overall, the siblings were largely successful in maintaining their L1. In part, this was because their L1 was already firmly established or entrenched, as their immersion in an L2 environment occurred only when they were older (around puberty). Furthermore, their frequent use of their L1 for social networking, along with their positive attitudes toward their heritage language, also played a crucial role in maintaining and stabilizing their L1. Finally, the theoretical and practical implications of the findings of the present study, as well as recommendations for the future research are discussed.

Magister Educationis - MEd / This study explored the use of code-switching in Biology classes at high school level, how it is used in the teaching and learning situation and its effect on the learners' performance in the subject. Grade 11 was chosen as it precedes the last year at high school. / South Africa

This thesis examines the bilingual discourse of a cohort of Belizean Spanish speakers who engage in robust language mixing between Spanish, English and to a lesser extent Belize Kriol, an English-lexified creole. The speakers selected for the current study have been identified as the “highest language mixers” in a corpus of 51 interviews conducted in northern and western Belize, areas which have been classified as two distinct dialect regions (Cardona Ramírez 2010; Hagerty 1979). While an abundance of research exists on Spanish-English bilingualism in the U.S. (e.g. Torres Cacoullos and Travis 2014; Silva Corvalán 1994; Roca and Lipksi 1993) there is less research on non-U.S. varieties of Spanish in contact with English, in particular, Belizean varieties of Spanish. Thus, by appealing to the comparative variationist framework (Poplack and Tagliamonte 2001), the major aims of the study are: (i) to describe the major patterns of use among those speakers of Belizean varieties of Spanish who engage in language mixing and, (ii) to determine the status of the single and multiword English-origin fragments which comprise the majority of non-native material in Spanish discourse. In determining the status of the English-origin material with regard to borrowing and code-switching, not only are the specific linguistic mechanisms used by these speakers elucidated, but insights are gained as to whether code-switching and borrowing are distinct linguistic phenomena. Diagnostics of subject position and gender and number agreement on English-origin nouns and verbal morphology and variable clitic placement for English-origin verbs revealed both these categories to pattern with Spanish suggesting that they are borrowings. The remaining one-third of the data, comprised of multiword fragments, consisted primarily of intrasentential and intersentential code-switching and a large category of multiword fragments which initially appeared to be neither code-switches nor borrowings. A comparative quantitative analysis revealed these items to be integrated into Spanish suggesting that they may be treated as single units of meaning. Results, for the most part, are consonant with the literature on bilingual speech. Data consists mainly of lexical borrowing (Thomason 2001; Pfaff 1979; Berk-Seligson 1986), specifically nouns, the most borrowed category cross-linguistically (Muysken 2000; Poplack et al. 1988). Speakers engage in “skilled” or equivalence intrasentential code-switching consistent with other Spanish-English data (Poplack 1980). In addition, only those speakers who reported being equally dominant in the respective languages exhibited robust intrasentential code-switching, thus, concurring with the prevailing assertion that code-switching is the domain of fluent bilinguals (Bullock and Toribio 2012; Lipski 1985; Poplack 1980). Some distinctive features of the language mixing employed by these speakers include the frequent and productive use of bilingual compound verbs (BCV) and a near categorical preference for BCVs as the mechanism for borrowing English-origin verbs. With regard to Spanish determiner marking on English-origin nouns, the masculine default is used almost exclusively, unlike the variability reported elsewhere (Dubord 2004; Smead 2000). By analyzing data from both dialect regions of Belize, this study provides insight both into the global picture of language mixing practices in Belize as well as regional patterns insofar as they are instantiated by the cohort analyzed.

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.

This qualitative study deals with Chinese middle school teachers' and Swedish upper secondary school teachers' beliefs and practices regarding the use of L1 in the EFL classroom. Through semi-structured interview questions, data were collected from five Chinese teachers and five Swedish teachers. The interviews with the Chinese teachers were conducted by the researcher on a one-to-one basis, while five Swedish teachers were asked to answer the same questions via email. The results of this study showed that there were both differences and similarities between the two groups of teachers. The Swedish teachers had a fairly negative view regarding the usage of L1 in the EFL classroom and most of them claimed that the only time they codeswitched was when giving individual feedback, when making direct comparisons to the Swedish language or when the class got out of hand. Most of the five Chinese teachers deemed target language exclusivity not logically feasible and codeswitched mostly with the students' comprehension in mind. The findings mostly agreed with previous research. / Denna kvalitativa studie handlar om kinesiska högstadielärares och svenska gymnasielärares åsikter och bruk när det gäller användningen av moderspråket i engelskundervisningen. Genom semistrukturerade intervjuer samlades data in från fem kinesiska lärare. Intervjuerna med de kinesiska lärarna genomfördes, en i taget. Fem svenska engelsklärare ombads att svara på samma frågor via epost. Resultaten av denna studie visade både skillnader och likheter i åsikter och bruk hos de tio lärarna. De svenska engelsklärarna hade en ganska negativ syn på användningen av modersmålet i engelskunderviningen och kodväxlade mestadels när de gav individuell feedback, när de gjorde direkta jämförelser med det svenska språket och när de förlorade kontrollen över klassen. De flesta av de fem kinesiska lärarna ansåg att exklusiv användning av målspråket inte var logiskt rimligt med tanke på elevernas förståelse. Resultaten stämde mestadels överens med tidigare forskning.