The use of figurative language is a pervasive aspect of daily communication across languages and cultures. This study investigates the use of metaphors by bilingual speakers who alternate between two ...languages on a daily basis and the potential role of these expressions in bilingual utterances. Specifically, we examine the spoken language of Italian-Arabic bilinguals and explore how metaphorical expressions in a bilingual context interact with code-switching, a prevalent linguistic phenomenon in bilingual contexts. Qualitative methods were employed, including interviews with Arabic-Italian bilinguals and a corpus of colloquial language. Our analysis focuses on identifying and analysing code-switching involving metaphorical expressions from both the perspectives of code-switching and metaphor. Our results reveal a higher frequency of intra-sentential forms of code-switching when metaphors are expressed. The majority of metaphors are expressed in Arabic, despite the prevalence of Italian in the statements. These findings aim at shedding light on the complex interplay between figurative language and bilingualism and contribute to our understanding of cross-linguistic communication.
This article aims to provide a comprehensive perspective on the use of first language (L1) in foreign language (FL) classrooms by reviewing recently published empirical literature from 2011 through ...2018. The article focuses on literature relevant to four key areas: (1) extent and impact of L1 use, (2) factors influencing L1 and second language (L2) use, (3) beliefs and attitudes towards L1 and L2 use, and (4) the effectiveness of L1 use on L2 skills. The overall findings suggest making use of L1 as a resource integrated into the curriculum, aiming for the judicious and intentional use of L1. Re-conceptualising the nature of L1 use is suggested, as well as ways to encourage efficient use of L1 to maximise L2 learning in the classroom are outlined. Furthermore, workshops are discussed for teachers and students to be empowered and to have an agency for their teaching and learning. Future studies on understanding of translanguaging and pedagogical use of translanguaging in FL education are needed.
Following recent efforts by Acton (2021) and Eckert (2019) to bridge gaps between pragmatics and sociolinguistics, this study looks at the interplay between pragmatic-functional factors and social ...indexicalities lying behind discourse marker selection in multilingual settings. The case study it proposes is non-English discourse markers in Namibian English, a postcolonial English variety set in a multilingual context. The study's methodological approach proposes to make Schneider's (2021) variational pragmatic framework more compatible with studying variation in multilingual settings by looking at multilingual speech data elicited from informants observed across contexts differentiated according to ethnolinguistic background distribution. The study finds that some discourse markers are overtly or covertly transferred along with their pragmatic functions across indigenous languages, Afrikaans, and English. It also finds that social indexicalities mobilized for social persona construction constitute a potent if not overarching factor in discourse marker selection: As it turns out, Coloured Afrikaans discourse markers rather than indigenous or English ones constitute the common core of non-English discourse markers that symbolically mark specific Namibian English varieties as simultaneously ‘Black’ and urban rather than as ‘traditional ethnic’ or ‘White’.
•Namibian English is marked by a distinctive set of discourse markers.•These tend to be drawn from Afrikaans, the country's other ethnically neutral lingua franca, and to be found across contexts.•They are transferred into English for their identity functions rather than for their semantic content.•Pragmatic transfers into English do occur, however. Whether these pragmatic transfers are covert or overt depends on context.
A common practice often attested in bilingual and multilingual communities the world over is the combination of languages within a single utterance or conversation, a practice known as codeswitching. ...While sociolinguistic studies of spontaneous codeswitching have demonstrated its structure and systematicity, psycholinguistic approaches have focused on the cognitive mechanisms underlying language switching, most often at the lexical level. In the present study, we seek to investigate these mechanisms using spontaneous codeswitching from an established community of Spanish-English bilinguals in northern New Mexico. Focusing on the clausal rather than the lexical level, we find that global speech rates are fastest when bilinguals codeswitch compared to speaking only one language at a time. These results point to codeswitching as a unique discourse mode that these bilinguals use to facilitate production and suggests that what may appear costly at one level may be beneficial at another.
Code switching is an intriguing phenomenon to investigate because it is a part of the development process and the use of multiple languages (bilingual). In the world of education, both at the middle ...and upper levels, the use of code switching can be done by teachers or students in the classroom. This research was conducted to find out the factors causing teachers to do code switching in the classroom. The research method applied in this study was qualitative research in the form of a case study. The writers selected the participants for this research by using a convenience sampling technique. There were two teachers of English at SMA Negeri 15 Palembang, and those teachers were selected as the participants to collect the data. In collecting data, the writers used interviews through open-ended questions. Then, the writers analyzed the data obtained from the interview using a theme code system in the form of table codes, synchronizing the data with the aspects and items that prevailed in the interview protocol. The result of this research based on the interviews showed that there are two factors causing teachers to do code switching. Two factors are linguistics and non-linguistics. Language linguistics factors are divided into language stagnation and a lack of students’ knowledge of vocabulary. Furthermore, non-linguistical factors are divided into the emotional condition of the teacher and the condition of the class situation.
Keywords: Code Switching; Actors of Code Switching; Linguistics; Non-Linguistics.
Content and language integrated learning (CLIL) is a rapidly growing area of both research and practice in all parts of the world, especially in Europe and Asia. As a young discipline, CLIL has a ...good potential of distinguishing itself from monolingual L2 immersion education models by becoming more flexible and balanced about the role of L1 in CLIL lessons. Although recent years have witnessed increasing research on the potential role of L1 in foreign language teaching e.g. Littlewood, W., & Yu, B. 2009. First language and target language in the foreign language classroom. Language Teacher, 42, 1-14, monolingual immersion ideologies are still dominant in many contexts in the world (especially in Southeast Asia) because of a whole host of ideologies. The beliefs affecting medium of instruction policies and practice have their roots in the traditional tenets (e.g. the maximum input hypothesis) in the discipline of second language acquisition (SLA). Although these tenets are increasingly being countered by recent research in multilingualism see May, S. (Ed.). (2014). The multilingual turn: Implications for SLA, TESOL and bilingual education. New York: Routledge, for a critique of these tenets, SLA still has an influence on pedagogies in both immersion and CLIL programmes. In this paper, I shall first critically review these deep-rooted monolingual tenets. Then, I shall discuss how we can conceptualise the potential role of L1 in CLIL and by extension in content-based instruction (CBI), as both CLIL and immersion programmes are considered to be key approaches to CBI. I shall conclude with suggestions for future research in CLIL.
This review aimed at presenting the findings of 19 original studies that were published in the period from 2000 to 2022 in order to outline the current state of the art in the field of emotion ...communication (i.e., expressing and interpreting emotions) in multilingual psychotherapy. This analysis involves in particular the studies that investigate multilingual phenomena (e.g., code‐switching and language‐mixing) that occur during psychotherapeutic sessions when client and therapist can speak more than one language, as well as the articles that research emotion communication in this multilingual setting. With this in mind, the articles selected for this review are divided into two main categories: linguistic phenomena in multilingual psychotherapy and emotion communication in multilingual psychotherapy. Results of the studies in the current analysis reveal that code‐switching remains one of the main linguistic phenomena that arises in the area of multilingual psychotherapy. Switching languages in therapy tends to be considered as beneficial for both client and therapist. Besides, findings suggest a connection between speaking L1/LX and one's identity (e.g., feeling different depending on the language). Additionally, studies that investigate emotion communication in multilingual psychotherapy show that an individual's first language (L1) is predominantly viewed as more emotionally charged than their language(s) learned later in life (LX). However, some studies also demonstrate that the relationship between L1 and LX is more fluid and context‐dependent than it has traditionally been regarded. Propositions are given for future research in the field of emotion communication in multilingual psychotherapy.
•Bilinguals use production statistics to mitigate code-switching comprehension costs.•Estar+participle switches are produced more often thanhaber+participle switches.•Estar+participle switches are ...processed more easily than haber+participle switches.•Results support experienced-based models of processing (e.g., PDC model, P-chain).
We employ code-switching (the alternation of two languages in bilingual communication) to test the hypothesis, derived from experience-based models of processing (e.g., Boland, Tanenhaus, Carlson, & Garnsey, 1989; Gennari & MacDonald, 2009), that bilinguals are sensitive to the combinatorial distributional patterns derived from production and that they use this information to guide processing during the comprehension of code-switched sentences. An analysis of spontaneous bilingual speech confirmed the existence of production asymmetries involving two auxiliary+participle phrases in Spanish–English code-switches. A subsequent eye-tracking study with two groups of bilingual code-switchers examined the consequences of the differences in distributional patterns found in the corpus study for comprehension. Participants’ comprehension costs mirrored the production patterns found in the corpus study. Findings are discussed in terms of the constraints that may be responsible for the distributional patterns in code-switching production and are situated within recent proposals of the links between production and comprehension.
This study explored the patterns and predictors of code-switching (CS) in Singapore preschoolers by analyzing the data elicited from an existing early childhood corpus. Altogether 943 cases of CS ...produced by 111 children aged 2;6, 3;6, 4;6, 5;6, respectively, were analyzed. The results indicated that: (1) 'insertion', 'intersentential', and 'backflagging' were identified as the most common types of CS, whereas'alternation' was rarely found; (2) there was a significant age-related increase in the production repertoire, the occurrence rate, the number of children producing CS, the frequency, and the type of CS, and age was confirmed the significant predictor; (3) children from the families with at least one bilingual parent produced the most CS, whereas those from the families without any bilingual parents produced the least; (4) parental bilingualism attitude, storytelling, and singing activities negatively predicted the CS frequency and type, whereas parental language input patterns positively predicted the frequency; and (5) children from the families with parents believing that bilingual education should start from kindergarten years (Ages 3-6) had the highest frequency of CS. These findings have added empirical evidence about CS in a multilingual Asian society and highlighted the impact of parent bilingual input patterns on CS in early childhood.
This article takes as its starting point the fact that the majority of universities in which English is the medium of instruction perceive themselves to be deeply international. Firstly, the article ...considers the implications of being ‘international’ for academic language policies and practices, but observes that despite the diverse international composition of university student (and to a lesser extent, staff) populations, university language policies and practices are still grounded in largely national (British and North American) English norms. The article goes on to explore the relevance of the findings of research into English as a(n academic) lingua franca for multilingual academic communities, as well as for international academic journals. Finally, it considers the implications of ELF research for native English academics, and argues that as ELF gains acceptance, particularly among younger multilingual speakers, and as multilingualism becomes the global academic norm, native English speakers, especially the monolingual majority, are at risk of becoming disadvantaged when communicating in international settings.
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