This paper sketches a comprehensive framework for modeling and interpreting language contact phenomena, with speakers’ bilingual strategies in specific scenarios of language contact as its point of ...departure. Bilingual strategies are conditioned by social factors, processing constraints of speakers’ bilingual competence, and perceived language distance. In a number of domains of language contact studies important progress has been made, including Creole studies, code-switching, language development, linguistic borrowing, and areal convergence. Less attention has been paid to the links between these fields, so that results in one domain can be compared with those in another. These links are approached here from the perspective of speaker optimization strategies. Four strategies are proposed: maximize structural coherence of the first language (L1); maximize structural coherence of the second language (L2); match between L1 and L2 patterns where possible; and rely on universal principles of language processing. These strategies can be invoked to explain outcomes of language contact. Different outcomes correspond to different interactions of these strategies in bilingual speakers and their communities.
Proficient bilinguals use two languages actively, but the contexts in which they do so may differ dramatically. The present study asked what consequences the contexts of language use hold for the way ...in which cognitive resources modulate language abilities. Three groups of speakers were compared, all of whom were highly proficient Spanish-English bilinguals who differed with respect to the contexts in which they used the two languages in their everyday lives. They performed two lexical production tasks and the "AX" variant of the Continuous Performance Task (AX-CPT), a nonlinguistic measure of cognitive control. Results showed that lexical access in each language, and how it related to cognitive control ability, depended on whether bilinguals used their languages separately or interchangeably or whether they were immersed in their second language. These findings suggest that even highly proficient bilinguals who speak the same languages are not necessarily alike in the way in which they engage cognitive resources. Findings support recent proposals that being bilingual does not, in itself, identify a unique pattern of cognitive control. An important implication is that much of the controversy that currently surrounds the consequences of bilingualism may be understood, in part, as a failure to characterize the complexity associated with the context of language use.
Abstract
The expanding orientations to translingualism are motivated by a gradual shift from the structuralist paradigm that has been treated as foundational in modern linguistics. Structuralism ...encouraged scholars to consider language, like other social constructs, as organized as a self-defining and closed structure, set apart from spatiotemporal ‘context’ (which included diverse considerations such as history, geography, politics, and society). Translingualism calls for a shift from these structuralist assumptions to consider more mobile, expansive, situated, and holistic practices. In this article, I articulate how a poststructuralist paradigm might help us theorize and practice translingualism according to a spatial orientation that embeds communication in space and time, considering all resources as working together as an assemblage in shaping meaning. I illustrate from my ongoing research with international STEM scholars in a Midwestern American university to theorize how translingualism will redefine the role of constructs such as language, non-verbal artifacts, and context in communicative proficiency.
Traditionally, languages have been separated from each other in the school curriculum and there has been little consideration for resources that learners possess as emergent multilinguals. This ...policy is aimed at the protection of minority languages and has sought to avoid cross-linguistic influence and codeswitching. However, these ideas have been challenged by current multilingual ideologies in a society that is becoming more globalised. Within the field of multilingual education studies, there is a strong trend towards replacing the idea of isolated linguistic systems with approaches that take multilingual speakers and their linguistic repertoire as a reference.
This article focuses on translanguaging, a concept that was developed in bilingual schools in Wales and refers both to pedagogically oriented strategies and to spontaneous language practices. In this article, translanguaging will be analysed as related to the protection and promotion of minority languages. Examples from multilingual education involving minority languages will be shown in order to see how translanguaging can be at the same time a threat for the survival of minority languages and an opportunity for their development. A set of principles that can contribute to sustainable translanguaging in a context of regional minority language use will be discussed.
This study aims to analyze the type and functions of code switching used by the presenter in Sarah Sechan Talk Show on NET TV. The main theory used is type and reason of code switching by Holmes ...(2013). The qualitative method was used and the data were transcriptions of three episodes chosen in the show. The data were obtained by downloading the video of the program on Zulu.id and transcribing the utterances in written form. After analyzing the data, the writer classified the utterances based on two types of code switching.
The article traces the Welsh origins of "translanguaging" from the 1980s to the recent global use, analysing the development and extension of the term. It suggests that the growing popularity of the ...term relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism. The original pedagogic advantages of a planned use of translanguaging in pedagogy and dual literacy are joined by an extended conceptualisation that perceives translanguaging as a spontaneous, everyday way of making meaning, shaping experiences, and communication by bilinguals. A new conceptualisation of translanguaging is in brain activity where learning is through 2 languages. A tripartite distinction is suggested between classroom translanguaging, universal translanguaging, and neurolinguistic translanguaging. The article concludes with a summary of recent research into translanguaging with suggestions for future research.
This study aims to find the types of code-switching employed by the lecturers in the teaching-learning process of EFL students and also to find the functions of the use of code-switching employed by ...the lecturers for teaching EFL students in ITB STIKOM Bali. The data source of this study was the interview transcribes of the lecturers who teach English subjects in ITB STIKOM Bali. They were interviewed regarding the use of code-switching in teaching EFL students. The theory of code-switching was used in this study and the results of the previous researches in the same areas were also used as the literature review. The finding shows that the situational and metaphorical types of code-switching were employed by the lecturer in the teaching-learning process. However, the situational type of code-switching was dominantly employed by the lecturers in the teaching-learning process. Another result was regarding the function of the code-switching that employed by the lecturer. It was found that the function of code-switching as a translation frequently employed by the lecturer. It is hoped this study can give information to the lecturer and teacher regarding the topic of code-switching.
Among myriad prior studies on code-switching, little has been done on the factors influencing teachers to use code-switching and their classroom practices. The current research was aimed at ...investigating the motives of EFL teachers applying code-switching and the sorts of code-switching used by the EFL teachers in the classroom. This study used a qualitative case study as a research design by conducting in-depth interviews and observations as a data collection process. The obtained data were analyzed through coding, i.e., finding the similarities of the data and theming. The research participants were two EFL teachers at a private university in Yogyakarta Indonesia who have code-switching experience when teaching. The research found five reasons teachers used code-switching in EFL teaching and learning: discussing specific topics, making teaching and learning more practical, managing the classroom, building social relationship, and encouraging students' active participation. In addition, the observation found three code-switching types used by EFL teachers in their classrooms. The study implies that while code-switching offers some benefits, teachers should use code-switching at a minimum rate to keep students with maximum exposure to the English language.
This article develops a theory of “societalization,” demonstrating its plausibility through empirical analyses of church pedophilia, media phone-hacking, and the financial crisis. Although these ...strains were endemic for decades, they had failed to generate broad crises. Reactions were confined inside institutional boundaries and handled by intra-institutional elites according to the cultural logics of their particular spheres. The theory proposes that boundaries between spheres can be breached only if there is code switching. When strains become subject to the cultural logics of the civil sphere, widespread anguish emerges about social justice and concern for the future of democratic society. Once admired institutional elites come to be depicted as perpetrators, and the civil sphere becomes intrusive legally and organizationally, leading to repairs that aim for civil purification. Institutional elites soon engage in backlash efforts to resist reform, and a war of the spheres ensues. After developing this macro-institutional model, I conceptualize civil sphere agents, the journalists and legal investigators upon whose successful performances the actual unfolding of societalization depends. I also explore “limit conditions,” the structures that block societalization. I conclude by examining societalization, not in society but in social theory, contrasting the model with social constructionism, on the one hand, and broad traditions of macro-sociological theory, on the other.
•We investigate structural priming in a new domain: spontaneous codeswitching.•The tendency to codeswitch and structure of codeswitched utterances can be primed.•Key discoveries from priming research ...(including lexical boost effects) also apply.•The findings reveal many commonalities with monolingual production planning.
Structural priming has played an important role in research on both monolingual and bilingual language production. However, studies of bilingual priming have mainly used priming as an experimental tool, focusing on cross-language priming between single-language sentences, which is a relatively infrequent form of communication in real life. We investigated priming in spontaneous bilingual dialogue, focusing on a hallmark of bilingual language use: codeswitching. Based on quantitative analyses of a large corpus of English–Spanish language use (the Bangor Miami Corpus; Deuchar, Davies, Herring, Parafita Couto, & Carter, 2014), we found that key discoveries from the structural priming literature also apply to bilinguals’ codeswitching behavior, in terms of both the tendency to codeswitch and the grammatical frame of codeswitched utterances. Our results provide novel insights into the different levels and modes of speech at which priming mechanisms are at work, and they illuminate the differences and commonalities between monolingual and bilingual language production.
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