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construct sentence in the targeting language structure. In this case, it is impractical to build a complete conversation in the target language. In order to establish a clearer conversation in target language, learners often inevitably use code-switching so that they use their mother tongue to fill the gap caused by the lack of proficiency in the target language. Code-switching's occurrence in this case can reflected in a phenomenon known as "Cited
Language". This phenomenon simply means that Code-switching is used as a tool to fill in the lexical gaps that arise when establishing conversation in the target language. A simple example for this is to ask how to say a certain thing or a certain word in the target language. In addition, students in these language learning programs could actively avoid using Code-switching, either because of their own desire to establish a pure conversation in targeting language or because of the demands of their instructor. This is reflected in the fact that learners in these language programs often use code-switching briefly in a low-voice manner to help form a complete dialogue. Although the presence of code-switching in language learning programs is common, there are some educators who believe that the use of code-switching can cause dependency. For example, with frequent use of code-switching, students do not quickly adapt to speaking purely in the target language. Moreover, in language programs where the native language is quite different from the target language, the use of code-switching can lead to confusion about grammar and other sentence structures.
1136:, researchers looked to see how posting went hand in hand with the impacted English and Spanish speaking countries. They found that many utilized English due to the platform's systemic influences. However, translations were prevalent in tweets to make them accessible to both English and Spanish speakers. To understand the relationship between how often people code-switched, the researchers calculated the proportion of code-switches of prior and current Tweets. The results of the study found that language switching produces Tweets that are better at conveying messages the individual wished to put across. Likewise, they found that multilingual individuals differed their code switches based on the language used in their previous Tweets. Due to the difficulty to use multiple languages in the same sentence in writing, more messages were English than in Spanish. Finally, when comparing non-code switching Tweets by the same writer, those with code-switching present had more complex language. This study is only one of potentially many studies to be done. Writing studies has much more to dissect about remote code-switching. Potential research could look into Zoom etiquette, Discord forums, etc.
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children's inter-sentential code-switching is affected by their developmental language dominance (besides pragmatic factors). In Hong Kong, intra-sentential code-switching is a common social practice among adults. Since families provide the first social environment, and interaction with parents is highly influential in socializing children's language use, parental input will have impact on children's intra-sentential code-switching. On the other hand, inter-sentential code-switching is not as common in Hong Kong. It has been proposed that, for
Cantonese-English children, their inter-sentential code-switching is related to their readiness, competency, and preference of speaking the designated language of the dialogical context; hence, their inter-sentential code-switching can be affected by developmental language dominance. This finding implies that, in societies where intra-sentential (but not inter-sentential) code-switching is a common social practice, inter-sentential code-switching may serve as signs of a bilingual child's language-dominance status.
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has been seen to be effective because it allows students to communicate their experiences just how they felt them happen. In some cases, some teachers will participate in code-switching when interacting with students because it allows students to feel more comfortable. According to
Barbara Mellix, code-switching also allows students to feel more confident and secure with their languages and writing because they see that code-switching is acceptable in certain instances. Although code-switching can become difficult to control, it has been said that speaking and writing go hand in hand: if a person can write, then they can speak and control their switch in the same or similar way. According to Ena Lee and Steve Marshall, the process of code-switching in a classroom also allows for a "greater access" to knowledge. It is important to note that code-switching occurs more often with those whose dominant language is not standard English.
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than "I," the use of a form of "be" is omitted. For actions in the past tense, "was" or "were" is employed, while present tense questions utilize a conjugated form of "be." Questions pertaining to habitual actions employ the combination of "do" and "be." Notably, the
Invariant "be" also serves to indicate future actions, wherein it may be optionally combined with an auxiliary. Unlike the verb "to be," the Invariant "be" lacks variant forms such as "is," "are," or "am". Getting to know the African American English is very important because many African American students use this English in class and then often get told to use the standard English forms. The invariant be is also considered a code switching because you technically switch in between two languages. Even though these languages are almost the same there are still some grammatical differences that makes the African American English its own language.
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Bilinguals employ these executive and attentional processes daily as they need to quickly be able to select the correct vocabulary and grammar in context. According to Ena Lee and Steve
Marshall, people are also able to switch from their bi/multilingual identity to a strict monolingual identity whenever they are required to do so. According to a research study, bi/Multilingual people's brains are working quicker than monolingual people's brains because they are constantly switching between different languages. When writing, bi/multilingual people tend to go through different stages of writing styles, essentially allowing them to go through the learning process in more depth compared to monolingual writers. Code-switching is a writing tool that many people use in order to communicate with similar people whenever they are struggling with formulating words or ideas.
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themselves fluent. From speaking
Spanish at home to coming back to school, having to speak English can be challenging and confusing. When switching languages, it can become difficult for a child to understand what is going on in the classroom and might be at a different pace than other students. Teachers start to label children as "inadequate" or "behind". As a result, children start feeling resentment towards their own culture and begin to think their native language is inferior or invalided. With an average classroom class being 30:1, it can be difficult to receive help from a teacher, and even more difficult when the student is a non-English speaker. Students start to feel discouraged and it can become harmful for them because these are children that are still developing and finding their sense of self.
1286:, professor of communication at the University of California, Santa Barbara, seeks to explain the cognitive reasons for code-switching, and other changes in speech, as a person either emphasizes or minimizes the social differences between himself and the other person(s) in conversation. Giles posits that when speakers seek approval in a social situation they are likely to converge their speech with that of the other speaker. This can include, but is not limited to, the language of choice, accent, dialect, and para-linguistic features used in the conversation. In contrast to convergence, speakers might also engage in divergent speech, in which an individual person emphasizes the social distance between himself and other speakers by using speech with linguistic features characteristic of his own group.
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is trying to convey. A code-switched expression can be useful rather than in academic conversation that student actually learning languages through figuring out complicated sentences. These situations might cover maintaining class order, understanding students' mental health state, or making clarifications. Although instructors have the ability to choose whether or not to use code-switching, the question of when and how often to use it remains controversial. It is undeniable that code-switching is a powerful tool for making clarifications in many cases, especially when the scholar is extremely unfamiliar with the target language. But on the other hand, the use of code-switching by teachers can also lead to students not being able to adapt to new language situations.
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benefit bilingual children in the classroom. Firstly, if a teacher's intuitive knowledge suggests that a child possesses similar linguistic abilities in both languages, they may choose to alternate languages during instruction. This approach aims to enhance sentence complexity and expand the student's vocabulary, thereby strengthening their intuitive knowledge base for bilingual behavior. Secondly, a bilingual teacher's intuition may alert them to instances where a bilingual student is mixing languages in a way that indicates confusion rather than intentional code switching. Lastly, teachers can utilize their intuitive understanding of code switching to establish criteria for distinguishing meaningful code switching from meaningless instances.
1448:, making it ungrammatical in English, and yet this is a sentence that occurs in English-Hindi code-switching despite the requirements of the equivalence constraint. Sankoff and Poplack's model focuses on the instances where code-switching does not interfere with the syntactic rule of the speaker's primary or second language. Although the model has been challenged with counter-examples collected by other researchers, there is a conclusion that most agree on. The conclusion is that the practice of code-switching demonstrates grammatical proficiency of an equivalent level as a monolingual speaker's speech competence, unlike the claims that code-switching reflects incompetence in either of the two languages of a bilingual speaker.
1867:, and seeks to explain specific instances of grammaticality in terms of the unique contributions of the grammatical properties of the languages involved. MacSwan characterizes the approach with the refrain, "Nothing constrains code-switching apart from the requirements of the mixed grammars." The approach focuses on the repudiation of any rule or principle which explicitly refers to code-switching itself. This approach does not recognize or accept terms such as "matrix language", "embedded language", or "language frame", which are typical in constraint-based approaches such as the MLF Model.
2073:(ERPs) were recorded from native English speakers as they randomly named digits in English or their L2. The results of the study showed that participants named digits slower after a language switch, regardless of the switch direction. Language switches from the L1 to L2 were characterized with an N320 ERP, indicating inhibition of unwanted lexicon, which may reflect a greater need to suppress an active L1 when using L2. However, code-switching during language comprehension, as opposed to production, did not result in an N320.
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analysis (CA), these scholars focus their attention on the sequential implications of code-switching. That is, whatever language a speaker chooses to use for a conversational turn, or part of a turn, impacts the subsequent choices of language by the speaker as well as the hearer. Rather than focusing on the social values inherent in the languages the speaker chooses ("brought-along meaning"), the analysis concentrates on the meaning that the act of code-switching itself creates ("brought-about meaning").
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the use of code-switching under different situations in language teaching, so the two situations will be discussed separately. Assuming that both learners and language teachers have the same native language background, which means that everyone can use their same native language to build normal communication. In addition, the situation of foreign teachers (whose native language is the target language), and students from diverse backgrounds (each student has a different native language) are not included.
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language erosion or decline. According to
Aitchison, one possible explanation for the widespread disapproval of language variations is rooted in social-class prejudice. There exists a general belief that someone should arbitrate between the different forms of English. Aitchison concludes that the puristic stance toward language, which maintains the idea of an absolute standard of correctness, has its roots in a natural inclination towards nostalgia, further amplified by social pressures.
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code-switching, it has a more common or fixed purpose of making sense or conveying meanings. Some scholars use the term translingualism to broadly describe the behavior of combining different languages together without prescriptive definition and articulation. Specifically, they consider translingualism to be highly the usage of multiple language in writing and divide it into translingual work, translingual negotiation and translingual rhetoric for discussion and research study purpose.
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resulting in the latter being transmitted into the former or even being switched out for the former, code-meshing may indicate the achievement of a relative linguistic equality. The resulting product of code-meshing turns out to be more of an integration or system of language, instead of having the different components of the product separated or segregated. Therefore, it even avoids some issues regarding racism and promotes rhetoric effectiveness compared to code-switching.
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words in another language mean out of the context that is given in their native language. The teachers simply have to consider that if they code-switch or otherwise use more than one language in their classroom, they have to ensure that the students truly understand whatever the teacher talks about. To do so, teachers often lessen the amount of material that they cover, teaching their students only the basics and allowing them to learn the rest by themselves.
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because it is required of their education, there is this sort of betrayal to their culture. It can be completely isolating when
English not one's first language because in America, language is everything. There is this sense of feeling lost and feeling the need to hide their cultural identity. Many educators have argued that in a classroom, all cultures should be celebrated and students should feel like they are fully accepted and valued for who they are.
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2056:"Language control signals operate on a subcortical gate that acts as a constructor of utterance plans. The gate interacts with frontal regions to select a syntactic structure and binds roles in that structure to a specific lexical content. Plans are constructed in the planning layer of competition queuing CQ network. The competitive choice layer of this network allows serial order to emerge from the parallel activation of items in the plan."
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they speak in
English. According to Barbara Mellix, the switch in language causes a person to be careful and aware of their surroundings in order to know when it is acceptable to speak a certain language. On the contrary, whenever they feel comfortable around someone, they tend to code-switch and speak in a mixture of two languages or more. The adaptation to standard English language can be quite difficult for bi/multilingual speakers and
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in constructing a sociolinguistic profile of the student in such a classroom. This understanding enables the teacher to determine three key aspects: 1) the nature of the code-switching and how it occurs; 2) whether a student is mixing or alternating languages in a manner that indicates confusion; and 3) criteria for discerning between code-switching that carries meaning and code-switching that lacks significance.
1546:, in Matrix Language + Embedded Language constituents, a blocking filter blocks any Embedded Language content morpheme which is not congruent with the Matrix Language with respect to three levels of abstraction regarding subcategorization. "Congruence" is used in the sense that two entities, linguistic categories in this case, are congruent if they correspond in respect of relevant qualities.
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the other hand, there are two forms of cooperative control: coupled control ("the matrix language temporarily cedes control to other language to allow intended insertion or alternation before control is returned back") and open control ("entry into the utterance planning mechanism is determined by whichever items from either language are most active at some moment in time").
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because they belong to categories that are open to the invention of arbitrary new items. They can be made-up words like "smurf", "nuke", "byte", etc. and can be nouns, verbs, adjectives, and some prepositions. A system morpheme, e.g. function words and inflections, expresses the relation between content morphemes and does not assign or receive thematic roles.)
3097:"SUPPLEMENT TO INTERNATIONAL JOURNAL OF AMERICAN LINGUISTICS" Vol. 19, No. 2, April 1953 INDIANA UNIVERSITY PUBLICATIONS in ANTHROPOLOGY AND LINGUISTICS, MEMOIR 8, of the INTERNATIONAL JOURNAL OF AMERICAN LINGUISTICS. "RESULTS OF THE CONFERENCE OF ANTHROPOLOGISTS AND LINGUISTS" | Claude Levi-Strauss, Roman Jakobson, C. F. Voegelin, and Thomas A. Sebeok|
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of code-switching. Both developmental patterns contribute to assessing methodological linguisitic constructs. Toribio offers an illustration of intrasentential code-switching, showcasing consistent grammatical patterns. Proficient bilingual individuals, equipped with advanced proficiency in both languages, engage in intra-sentential code alternations.
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1432:") does not occur in Spanish-English code-switching, yet the free-morpheme constraint would seem to posit that it can. The equivalence constraint would also rule out switches that occur commonly in languages, as when Hindi postpositional phrases are switched with English prepositional phrases like in the sentence: "John gave a book
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2600:. In their two-hour conversation, the three men primarily speak Tewa; however, when Speaker A addresses the Hopi Reservation as a whole, he code-switches to Hopi. His speaking Hopi when talking of Hopi-related matters is a conversational norm in the Arizona Tewa speech community. Kroskrity reports that these Arizona Tewa men, who
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harder for students to formulate good grammatical sentences. According to
Barbara Mellix, bi/multilingual writers can oftentimes feel "diminished" or "embarrassed" whenever they are forced to solely stick to standard English because they are afraid to be wrong and stand out in a negative way compared to their monolingual peers.
1922:, etc.) and its complement (sentence, noun-phrase, verb-phrase). These constraints, among others like the Matrix Language-Frame model, are controversial among linguists positing alternative theories, as they are seen to claim universality and make general predictions based upon specific presumptions about the nature of syntax.
2126:). Age is a significant factor in determining how many AAVE forms vs. more standard forms are produced by a given student with a significant downshift in classroom AAVE production occurring around the transition from preschool to kindergarten and first grade. Craig and Washington (2004) found a reduction in five out of six
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talk, learn, and think begins to change because they start learning what is the "correct" way of speaking. Things like plurals, nouns, or verbs are things that schools implement onto students but is it important to understand how difficult it can be for students to learn an entire language where there are different rules.
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579:. According to Jeanine Treffers-Daller, "considering CS and transfer as similar phenomena is helpful if one wants to create a theory that is as parsimonious as possible, and therefore it is worth attempting to aim for such a unified approach, unless there is compelling evidence that this is not possible."
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code-switching is used in the language teaching process. From the perspective of learning, in most cases, these frequencies are often inversely correlated with the learners' proficiency in the target language, that is, the higher the proficiency of the learners, the rarer the occurrence of code-switching.
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tate that "many students are required to write or speak in English, causing them to push away their other known languages that make up a huge part of their identities." Oftentimes, children speak their native language at home whenever they are around their family, and then once they leave their homes
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stipulates that code-switching cannot occur between a lexical stem and bound morphemes. Essentially, this constraint distinguishes code-switching from borrowing. Generally, borrowing occurs in the lexicon, while code-switching occurs at either the syntax level or the utterance-construction level. The
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Many consider code-switching harmful to the classroom, especially for particular populations of students whose first language may not be the language of the country they reside. Code-switching is considered by some as a racist pedagogy that upholds the structure of domination of the English language.
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On the other hand, Adalberot Aguirre Jr. argues that language alternation, commonly known as code-switching, can serve as a valuable teaching and learning strategy in the bilingual classroom. A bilingual teacher possesses an intuitive understanding of bilingual behavior, which can play a crucial role
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is often referred to as 'borrowing' or 'tag-switching'. Toribio refers to 'Insertional code-switching' when lexical items from a secondary language are introduced into the primary language. These loan words are partially or fully assimilated into the secondary language, conforming to its phonological
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Translingual or translanguaging may have come in the form of a combination of language usage with nonlinguistic elements. For example, people can use multiple different languages plus drawing symbol or small images to express one message or idea by putting them together on a surface. When compared to
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Code-switching can occur when there is a change in the environment in which one is speaking, or in the context of speaking a different language or switching the verbiage to match that of the audience. There are many ways in which code-switching is employed, such as when speakers are unable to express
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offers this example from her work with Puerto Rican Spanish-English bilingual speakers in New York City. In this example, Marta and her younger sister, Lolita, speak Spanish and English with Zentella outside of their apartment building. Zentella explains that the children of the predominantly Puerto
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According to the linguist Maria Lourdes S. Bautista, there are two contrasting types of code-switching in the Philippines: deficiency-driven and proficiency-driven. Deficiency-driven code-switching is when a person is not competent in one language and thus has to switch back to the language they are
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Compared to their monolingual peers, bilingual children seem to have some advantage in non-linguistic tasks related to executive and attentional control. For instance, they are able to identify relevant visual information and ignore irrelevant perceptual information better than monolingual children.
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Example 1 is ungrammatical (indicated by the leading asterisk) because "your" is accessed, so the Embedded Language Island Trigger Hypothesis predicts that it must be followed by an English head (e.g., "your letter") as an Embedded Language island. The reason is that possessive adjectives are system
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Even if the Embedded Language realizes a given grammatical category as a content morpheme, if it is realized as a system morpheme in the Matrix Language, the Matrix Language blocks the occurrence of the Embedded Language content morpheme. (A content morpheme is often called an "open-class" morpheme,
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Moreover, some observations on Sankoff and Poplack's model were later pointed out by outside researchers. The observations regard that free-morpheme and equivalence constraints are insufficiently restrictive, meaning there are numerous exceptions that occur. For example, the free morpheme constraint
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Some teachers consider code-switching useful in the classroom because it helps students who do not speak standard English as their first language feel more welcomed in the class and also learn the material more easily. It also helps with learning a new language since it allows students to guess what
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Code switching in the classroom can be challenging because it's not just about translating words from one language to another but also about adapting to a different set of cultural norms. Students begin to assimilate into this American Culture in order to fit in with other students. The way students
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From another perspective, compared to enhancing knowledge construction, some of these moves are done unintentionally because speaking in native languages simply helps reducing the complexity of communication, which simplified communication is also easier for students to understand what their teacher
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Nevertheless, code switching has typically not been regarded as a favorable attribute by educational institutions, teachers, or the dominant culture. The methods employed for assessing and identifying giftedness have traditionally focused on a single language or relied on criteria and behaviors that
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Code switching involves utilizing entire sentences, phrases, and borrowed vocabulary from a different language. It is a prevalent linguistic occurrence observed among individuals who are bilingual. To proficiently engage in code switching, students need to possess a substantial comprehension of both
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Almedia Jacqueleline Toribio's study aims to answer a fundamental question: How do second language learners acquire the necessary knowledge to maintain structural coherence and make well-formedness judgments when using code-switched forms? The study reveals that there are two main beneficial aspects
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Some terms are commonly confused with usage when discussing code-switching. Sometimes they are used interchangeably as there is not a fixed and definitive definition of code-switching in the field. Below are some commonly considered definitions by scholars in the field of these terms easily confused
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Code-switching involves the capacity of bilingual individuals to switch between different languages within a single conversation. John Guiteriz notes that it is important to note that code-switching is most commonly observed among bilingual individuals who are highly skilled in both languages and is
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The structure of African American English differs significantly from standard English, particularly in the use of the Invariant "be." An illustration of this distinction is evident in its application for habitual or repeated actions. In instances involving actions in the present with subjects other
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has also been shown as significant in controlling language switching and inhibiting the unused language through observations of uncontrollable language switching in patients with damage to this brain area. Increased activation is seen in dorsolateral prefrontal cortex during language switching, but
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Research has shown that the knowledge and use of more than one language alters both the anatomical and functional organization of the brain, which leads to different functional capabilities both in language and other areas. Certain regions of the bilingual brain have been repeatedly shown to differ
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Despite the advantages to code-switching in the classroom, research has shown that bilingual children seem to have more of a disadvantage compared to their monolingual peers. For example, many of them are required to write or speak in English in American schools, rather than writing and speaking in
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According to Grace Cornell Gonzales and Emily Machado, many teachers adapt their teaching styles to code-switching because they believe that it allows students to feel as if they are maintaining their full identity. Some educators allow students to code-switch when talking or writing. This strategy
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In most language education programs, such as English as a Second Language (ESL) programs, educators and learner have significant proficiency differences in their target language (the language that learner is learning). Therefore, under such condition, code-switching is often a very common method to
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As switching between languages is exceedingly common and takes many forms, we can recognize code-switching more often as sentence alternation. A sentence may begin in one language, and finish in another. Or phrases from both languages may succeed each other in apparently random order. Such behavior
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Proficiency-driven code-switching is characterized by frequent switching of the Matrix Language (ML) between Tagalog and English, demonstrating the high proficiency of the speakers in both languages. There are also a wide range of strategies involved, including: the formation of bilingual verbs by
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A 2002 study showed that language switches based on expected endings to sentences (from context) elicited a response consistent with code switches being treated like "unexpected events at the physical level than at the lexico-semantic level. The more proficient the bilingual in L2, the earlier the
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The model hypothesizes that single language use and code-switching use two different types of language control, which is competitive control and cooperative control, respectively. In competitive language control, the "gate" will only allow constructions from a single language to enter the plan. On
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is one of the most important yet most difficult topics in English, which even monolingual students struggle with. Code-switching makes it very difficult to follow all of standard English grammar rules because students' brains are constantly wanting to switch from one language to another, making it
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Aguirre asserts that a bilingual teacher's intuitive knowledge of bilingual behavior can be instrumental in his or her construction of a sociolinguistic profile for the student in the bilingual classroom. He supports his argument by outlining three ways in which a teacher's intuitive knowledge can
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The application of code-switching under such a condition can be divided into two main different situations: one is the interaction between learners and the educator, and the other is the communication between students and classmates. Linguists and educators have different opinions and views toward
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should be distinguished from the related linguistic phenomenon of 'insertional code-switching'. Toribio defines 'Intrasentential code-switching' as the practice of switching between two languages within a single sentence structure while adhering to grammatical rules. Skilled bilingual individuals,
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Code-meshing is considered to be the combination or variation of one language with other linguistic aspects of the same language, like linguistic traditions, or simply with other languages. Whereas code-switching can indicate one language having higher recognition over another in certain settings,
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Rather than posit constraints specific to language alternation, as in traditional work in the field, MacSwan advocates that mixed utterances be analyzed with a focus on the specific and unique linguistic contributions of each language found in a mixed utterance. Because these analyses draw on the
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In these language education programs, the most common situation is that the learners do not have proficient language skills in the targeting language. For some examples, the vocabulary mastery of the learners is not enough to build the desired conversation or the learners lack of the abilities to
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Roger Thompson’s research it suggests that the interactions between Tagalog and English depend on what is taking place. In the classroom teachers prefer students to use English. When in media the Philippines tends to prefer using Tagalog over English but in smaller social interactions people use
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It is postulated that the language not in use is "active" during another language's use and can be primed by a conversation. That priming is what makes it difficult to pinpoint changes in activation within any given network. Based on various studies, it is shown that the immediate spoken context
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Henry Lawert emphasizes how "an effective knowledge of English is not as universal as many of us would like to believe." Schools are prepared to teach children but what happens when the child isn't prepared because English isn't their primary language or they are not yet confident in considering
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Research has found that Cantonese-English bilingual children's intra- and inter-sentential code-switching behaviour is shaped by different factors. The children's intra-sentential code-switching is influenced by parental input rather than developmental language dominance. On the other hand, the
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states that when an Embedded Language morpheme appears which is not permitted under either the Matrix Language Hypothesis or Blocking Hypothesis, it triggers the inhibition of all Matrix Language accessing procedures and completes the current constituent as an Embedded Language island. Embedded
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There is a lot of pressure that students have to conform to one language over the other. For some people it tends to lead to a feeling of disconnection to their own culture, which leads to an idea that because students choose to learn English (or any language other than their native tongue), or
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Instead many prefer the alternative of code-meshing. This pedagogy celebrates and encourages students to use their first language as it will diversify and overall improve their school work since they are not limited to the singular language encouraged by society. It will expose students to more
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Historically, there has been a prevalent tendency to discourage code switching in both the educational system and society as a whole. Jean Aitchison's notes that discouragement stems from concerns regarding the potential negative impact on the languages involved, which could potentially lead to
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According to Bautista, the reason for this type of code-switching is what she termed "communicative efficiency", wherein a speaker can "convey meaning using the most accurate, expressive, or succinct lexical items available to them." The linguist Rosalina Morales Goulet also enumerated several
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argue that the social motivation behind code-switching lies in the way code-switching is structured and managed in conversational interaction; in other words, the question of why code-switching occurs cannot be answered without first addressing the question of how it occurs. Using conversation
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Most code-switching studies primarily focus on intra-sentential switching, as it creates many hybrid grammar structures that require explanation. The other types involve utterances that simply follow the grammar of one language or the other. Intra-sentential switching can be alternational or
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In Contrast with learners, educators usually have a higher level of proficiency in the target language which means they can use the target language for normal communication without barriers. Educators can converse fluently in both languages, so they have a choice as to whether and how often
2346:. It is largely considered the "normal acceptable conversation style of speaking and writing" in informal settings. It is so widespread that a non-native speaker can be identified easily because they predominantly use pure Tagalog, whereas a native speaker would switch freely with English.
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The lack of controlled environments for test subjects and their cognitive capabilities regarding language use and fluency has long been a concern in multilingual experimentation. Researchers try to "offset" results that follow no trends by analyzing the social and linguistic history of the
1132:. Remote settings have taken the likes of social media, emails, and any other setting where communication has been made via online platforms. A study done by Cambridge University looked into how code-switching is present on remote, online platforms. Looking at tweets from Twitter regarding
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The term "portmanteau" is supposed to refer to "blends" originally (e.g., "smog" that is blended from "smoke" and "fog"). Portmanteau constructions in code-switching obviously do not refer to such lexical blends but they are more like "syntactic blends" (e.g., SVOV is blended from SVO and
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For example, Cantone and MacSwan (2009) analyzed word order differences for nouns and adjectives in Italian-German codeswitching using a typological theory of Cinque that had been independently proposed in the syntax literature; their account derives the word order facts of Italian-German
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Toribio also provides an instance of 'Insertional code-switching', which demonstrates the incorporation of specific lexical elements into a target language. The borrowed words can be integrated into the host language either partially or entirely, taking into account their phonological and
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Part of the debate may be solved by simply clarifying some key definitions. Evidently, linguists sometimes use different terminology to refer to the same phenomenon, which can make it confusing to distinguish between two phenomena from one another in investigative discourse. For instance,
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The switch between languages can signal the speaker's attitude towards the listener - friendly, irritated, distant, ironic, jocular and so on. Monolinguals can communicate these effects to some extent by varying the level of formality of their speech; bilinguals can do it by language
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Proficiency-driven code-switching, on the other hand, is when a person is fully competent in both languages being used and can switch between them easily. It is the main type of code-switching in the islands. The example below is given by Bautista, taken from an interview with the
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cultures, along with a profound understanding of the fundamental structures and functions of language systems. Contrary to the conventional notion of code switching representing a disadvantaged and partially literate upbringing, it actually signifies an intellectual advantage.
2121:
AAVE and standard English features. This can pose a processing obstacle for some students who have to navigate subtle grammatical differences between the two varieties of English when interpreting prompts and instructions (see, e.g., Terry, et al., 2010 on past tense copula
3436:
444:, inspired by "communication engineers". In the 1950s, many scholars considered code-switching to be a substandard use of language. Since the 1980s, however, most scholars have come to regard it as a normal, natural product of bilingual and multilingual language use.
501:
Switching to a minority language is very common as a means of expressing solidarity with a social group. The language change signals to the listener that the speaker is from a certain background; if the listener responds with a similar switch, a degree of rapport is
1705:
morphemes. We see the same thing happen in example 2, which is therefore ungrammatical. However, the correct way to finish the sentence is not "for wewe", switching back to Swahili; rather, it should end with "for you", which would be an Embedded Language island.
894:
insertional. In alternational code-switching, a new grammar emerges that is a combination of the grammars of the two languages involved. Insertional code-switching involves "the insertion of elements from one language into the morphosyntactic frame of the other."
1643:
equivalents are also content morphemes. Sometimes non-congruence between counterparts in the Matrix Language and Embedded Language can be circumvented by accessing bare forms. "Cell" is a bare form and so the thematic role of "cell" is assigned by the verb
901:
is a particular type of intrasentential code-switching. It is a hybrid involving structures from two different languages in one sentence in which an item in one language is used as a bridge between portions of the sentence in languages which have differing
511:
actually prevalent in numerous bilingual communities, contrary to common beliefs. The patterns of language switching exhibited by the speaker can be influenced by the listener's level of proficiency in the languages or their personal language preferences.
1656:
Language islands consist only of Embedded Language morphemes and are well-formed by Embedded Language grammar, but they are inserted in the Matrix Language frame. Therefore, Embedded Language islands are under the constraint of Matrix Language grammar.
1308:) wherein bilingual speakers choose which code to speak depending on where they are and what they are discussing. For example, a child who is a bilingual Spanish-English speaker might speak Spanish at home and English in class, but Spanish at recess.
1411:
are ruled out because the combinations are ungrammatical in at least one of the languages involved. Spanish noun phrases are made up of determiners, then nouns, then adjectives, while the adjectives come before the nouns in English noun phrases.
374:, in the context of a single conversation or situation. These alternations are generally intended to influence the relationship between the speakers, for example, suggesting that they may share identities based on similar linguistic histories.
1534:
insertion. A Matrix Language can be the first language of the speaker or the language in which the morphemes or words are more frequently used in speech, so the dominant language is the Matrix Language and the other is the Embedded Language. A
606:
On the other hand, there are linguists that maintain "that CS and transfer are manifestations of the same phenomenon, i.e. the influence of one language on another, is an attractive null hypothesis that can be tested in experimental settings."
1394:
predicts that switches occur only at points where the surface structures of the languages coincide, or between sentence elements that are normally ordered in the same way by each individual grammar. For example, the sentence: "I like you
2241:
The following examples demonstrate two types of code-switching (intra-sentential and inter-sentential code-switching) by Cantonese-English bilingual children. The examples are taken from the Hong Kong Bilingual Child Language Corpus.
2713:
According to the scholar Nike Stam, "Many switches consisted of inserted Latin fragments: short phrases or single words. Some of these Latin phrases appeared to be of a formulaic nature and seemed to have originated in the medieval
597:
Linguists adopted that code-switching involves switching between languages and accents. But when a multilingual speaker fluent in the languages being alternated, can alleviate the contention behind this debate. This is so because
547:. Speakers form and establish a pidgin language when two or more speakers who do not speak a common language form an intermediate, third language. Speakers also practice code-switching when they are each fluent in both languages.
84:
1788:
ngay joge Medina pour dem juilli. Suba tee nga fa war a joge. (Code-switching, French in bold) "Early in the morning you leave Medina to go to pray. Early in the morning you should leave then." (Translation)
594:
psycholinguists frequently make use of the term language switching in reference to the "controlled and willed switching" to another language. However, this term is hardly used by linguists working on natural code-switching.
1871:
full range of linguistic theory, and each data set presents its own unique challenges, a much broader understanding of linguistics is generally needed to understand and participate in this style of codeswitching research.
1719:
The more formulaic in structure a constituent is, the more likely it is to appear as an Embedded Language island. Stated more strongly, choice of any part of an idiomatic expression will result in an Embedded Language
424:
themselves adequately in a single language or to signal an attitude towards something. Several theories have been developed to explain the reasoning behind code-switching from sociological and linguistic perspectives.
719:: A speaker may engage in code-switching when listeners have difficulty comprehending specific words or concepts initially, or when the speaker does not know or remember the appropriate words in one of the languages.
385:(speakers of more than one language) sometimes use elements of multiple languages when conversing with each other. Thus, code-switching is the use of more than one linguistic variety in a manner consistent with the
2515:, speaks to Das in French. When Selvamani's sister, Mala, laughs, Selvamani switches to Tamil to ask Mala why she is laughing. After this aside, Selvamani continues to speak in French. Selvamani also uses the word
1525:
The Matrix Language Hypothesis states that those grammatical procedures in the central structure in the language production system which account for the surface structure of the Matrix Language + Embedded Language
602:
does not require switching between language systems to be done by a multilingual speaker. As a result, this can account for transfer errors, when proficiency in one language is lower than proficiency in the other.
6074:
4355:
1883:
Much remains to be done before a more complete understanding of code-switching phenomena is achieved. Linguists continue to debate apparent counter-examples to proposed code-switching theories and constraints.
52:
1692:
wewe. (Code-switching, ungrammatical, English in bold) "And I told him he should give me permission so that I go and check for you." (Translation) Nikamwambia anipe ruhusa niende ni-ka-check
1256:
language choice, speakers practice code-switching to explore possible language choices. Many sociolinguists, however, object to the Markedness Model's postulation that language-choice is entirely rational.
5913:. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199795390.013.22 http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199795390.001.0001/oxfordhb-9780199795390-e-22 (10 June 2020).
697:: People generally switch codes during discourse about a particular topic when a specific language is necessary or preferred; alternative speech may better convey relevant concepts. For example, some
3502:
2759:
Rican neighbourhood speak both English and Spanish: "Within the children's network, English predominated, but code-switching from English to Spanish occurred once every three minutes, on average."
743:: People may engage in code-switching without thinking about it. This can occur when one is frightened by a specific event or circumstances such as going on a thrilling ride at an amusement park.
701:
surveys were conducted in the language used in school because certain concepts only exist in that language, and switched to a tribal or community language they grew up with for everyday concepts.
498:
Speakers cannot express themselves adequately in one language, so they switch to another to work around the deficiency. This may trigger a speaker to continue in the other language for a while.
1963:
because they can feel unsupported and discouraged by the educational systems. Code-switching occurs very naturally and is hard to control for those who are fluent in more than one language.
2479:
reasons for this type of code-switching. They are: "for precision, for transition, for comic effect, for atmosphere, to bridge or create social distance, for snob appeal, and for secrecy."
937:
and morphological structure. Insertional code-switching serves a "pragmatic purpose, acting as sentence enhancers or indicating the speaker's attitude towards the context of an utterance."
761:: Black Americans sometimes opt to use White-sounding verbiage and speech patterns in certain situations where the power dynamic is imbalanced, such as job interviews with a White employer.
490:. Some scholars of literature use the term to describe literary styles that include elements from more than one language, as in novels by Chinese-American, Anglo-Indian, or Latino writers.
3880:
1970:
because they are constantly thinking in more than one language, making it difficult to narrow down their ideas so that they can be expressed in a single language. It has been noted that
767:: Code-switching can be used when a person wants to relay a message to another person with the intention that no one else around them can understand if they converse in another language.
2049:
affects the likelihood of a code-switch; "prior utterances can influence the activation of lexico-syntactic representations, making such representations more available for selection".
737:: People often use technical or idiomatic speech from a foreign or non-primary language; code-switching occurs when translating such words or phrases could distort the precise meaning.
4918:
5390:
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The Matrix Language also blocks an Embedded Language content morpheme in these constituents if it is not congruent with a Matrix Language content morpheme counterpart in terms of
1522:(EL). In this case, elements of the Embedded Language are inserted into the morphosyntactic frame of the Matrix Language. The hypotheses are as follows (Myers-Scotton 1993b: 7):
1988:
3242:
2011:
By using case studies of bilingual patients with cerebral lesions, researchers theorized that language switching relies on the inhibition of the non-target language using the
2109:(AAVE), acquire a kind of bilingualism (or bidialectism) when entering mainstream American classrooms. Teachers and academic expectations they encounter require them to use
2089:
Only a few studies have been done to measure brain activity during code switches, and so general trends cannot be expanded into larger theories without additional research.
1252:
and choose to speak a language that clearly marks their rights and obligations, relative to other speakers, in the conversation and its setting. When there is no clear,
755:: People code-switching to a dialect, language, or accent of the local people in the area may get better deals, prices, or treatments when purchasing an item or service.
4549:
Lee, Ena; Marshall, Steve (February 2012). "Multilingualism and English language usage in 'weird' and 'funny' times: a case study of transnational youth in Vancouver".
3832:"Code-Meshing as World English: Pedagogy, Policy, Practice VershawnAshanti Young & Aja Y.Martinez (Eds.). Urbana, IL: National Council of Teachers of English, 2011"
3185:
Kohnert, K.; Yim, D.; Nett, K.; Duran, P. F.; Duran, L. (2005). "Intervention with linguistically diverse preschool children: A focus on developing home language(s)".
4013:
Hult, F. M. (2014). "Covert Bilingualism and Symbolic Competence: Analytical Reflections on Negotiating Insider/Outsider Positionality in Swedish Speech Situations".
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linguistic features for school assignments and classroom participation, often effectively leading these students to develop an ability to code-switch rapidly between
7339:
3636:
6870:
5922:
Washington, Julie A, Nicole Patton Terry, Mark S Seidenberg & others. 2013. Language variation and literacy learning: The case of African American English.
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populations they are testing, but a good method to standardize data patterns and variation based on individual idiolects has yet to be created and implemented.
463:
as they move from less formal to more formal settings. Such shifts, when performed by public figures such as politicians, are sometimes criticized as signaling
381:
in that plurilingualism refers to the ability of an individual to use multiple languages, while code-switching is the act of using multiple languages together.
6672:
1330:
4154:
6476:
2012:
725:: People may alter their language to express group identification. This can happen, for example, when introducing members of a particular group to others.
6958:
6816:
5676:
MacSwan, Jeff (2013). "Code-switching and grammatical theory". In T. Bhatia and W. Ritchie. Handbook of Multilingualism (2nd ed.). Cambridge: Blackwell.
1210:
social-group membership in bilingual and multilingual communities. Some sociolinguists describe the relationships between code-switching behaviours and
5540:""Spanglish" as Literacy Tool: Toward an Understanding of the Potential Role of Spanish-English Code-Switching in the Development of Academic Literacy"
1385:'s model of code-switching is an influential theory of the grammar of code-switching. In this model, code-switching is subject to two constraints. The
1105:
This is because code-switching encourages a monolingual classroom which prevents students from thinking or speaking in ways that come easiest to them.
2174:
below. This transcript was analyzed in Rickford and King (2016); the bolded elements represent places where initially a null copula (indicated by the
6033:
3918:
2281:
The second example displays inter-sentential code-switching, where the child Kasen (age 2) switched to Cantonese amid an English dialogical context:
5297:
3264:
DeBose, Charles (1992). "Codeswitching: Black English and Standard English in the African-American linguistic repertoire". In Eastman, Carol (ed.).
582:
Not all linguists agree on whether they should be considered similar phenomena. In some cases, linguists refer to the benefits and disadvantages of
2727:
1999:, which is involved in primary and somatosensory function, in bilinguals. The research suggests the increase is an accommodation for the increased
1480:
1639:
We see that example 1 is consistent with the Blocking Hypothesis and the system content morpheme criteria, so the prediction is that the Hindi or
6913:
2718:
tradition. They are often used to provide cross-references to other sources or to combine conflicting opinions on a text. These are phrases like
4220:
Winford, Donald. "Code Switching: Linguistic Aspects." An Introduction to Contact Linguistics. Malden, MA: Blackwell Pub., 2003. 126-167. Print.
3437:"John Amastae and Lucía Elías-olivares (eds.), Spanish in the United States: Sociolinguistic aspects. Cambridge University Press, 1982. Pp. 434"
6968:
6693:
5119:
Sebba, Mark; Wooton, Tony (1998). "We, They and Identity: Sequential Versus Identity-Related Explanation in Code Switching". In P. Auer (ed.).
4088:
3586:
2024:
5901:
Mills, Monique T. & Julie A. Washington. 2015. Managing Two Varieties: Code-Switching in the Educational Context. In Jennifer Bloomquist,
1672:
barau ambayo uliipoteza. (Code-switching ungrammatical, English in bold) "I didn't see your letter which you lost." (Translation)
3979:
Language differences between interviewers and respondents in African surveys (Chapter 5) in The Essential Role of Language in Survey Research
3135:
Goldstein, B.; Kohnert, K. (2005). "Speech, language and hearing in developing bilingual children: Current findings and future directions".
1844:, "early in the morning", is a time expression. (Also, it is repeated in Wolof in the second sentence.) In example 2, we see the quantifier
930:
who are competent in both languages, can judge whether the acceptability of such code-switching is grammatically and functionally correct.
2746:, and thus suggests that the scribes compiling and writing the glosses preferred to use their two languages according to specific norms."
6443:
Kroskrity, Paul V (2000). "Language ideologies in the expression and representation of Arizona Tewa identity". In P. V. Kroskrity (ed.).
1564:
Congruence between Embedded Language content morphemes and Matrix Language content morphemes is realized in terms of their discourse or
4958:"Insights into codeswitching from online communication: Effects of language preference and conditions arising from vocabulary richness"
341:
4746:
Williams-Farrier, Bonnie J (2017). "'Talkin' bout good & bad' pedagogies: Code-switching vs. comparative rhetorical approaches".
3724:
3238:
1226:
have studied code-switching as a means of structuring speech in interaction. Some discourse analysts, including conversation analyst
5503:
Belazi, Heidi; Edward Rubin; Almeida Jacqueline Toribio (1994). "Code switching and X-Bar theory: The functional head constraint".
1335:
4645:
Hughes, Claire E.; Shaunessy, Elizabeth S.; Brice, Alejandro R.; Ratliff, Mary Anne; McHatton, Patricia Alvarez (September 2006).
586:
as two separate phenomena, i.e., language transference and language interference, respectively. In such views, these two kinds of
6890:
6918:
6834:
6667:
6566:
5631:
Scotton, Carol. Duelling languages: grammatical structure in codeswitching. Oxford, Eng.: Clarendon Press ;, 1993. Print.
1716:
The farther a constituent is from the main arguments of the sentence, the freer it is to appear as an Embedded Language island.
1514:'s Matrix Language-Frame (MLF) model is the dominant model of insertional code-switching. The MLF model posits that there is a
713:: When expressing gratitude or solidarity, code-switching can occur inadvertently or with the intention of fostering a rapport.
6539:
6305:
Goulet, Rosalina Morales (1971). "English, Spanish, and Tagalog; a study of grammatical, lexical, and cultural interference".
5686:
Cantone, K. F.; MacSwan, J. (2009). "The syntax of DP-internal codeswitching". In Isurin, L.; Winford, D.; de Bot, K. (eds.).
1632:. (Code-switching, English in bold) "Even others I heard were put cells." (Translation)
5196:
4706:
4329:
4246:
4064:
3997:
3952:
3408:
3281:
3028:
2459:= "I was sweating"); switching at the morphological, word, phrasal, or clausal levels; and the use of system morphemes (like
1530:
are only Matrix Language–based procedures. Further, the hypothesis is intended to imply that frame-building precedes content
1403:") is allowed because it obeys the syntactic rules of both Spanish and English. On the contrary, cases like the noun phrases
1230:, suggest that code-switching does not simply reflect social situations, but that it is a means to create social situations.
7386:
7344:
6644:
6416:
Das, Sonia (2011). "Rewriting the past and reimagining the future: The social life of a Tamil heritage language industry".
1927:
5763:
Kutas, Marta, Moreno, E. and Wicha, N. (2009). "Code Switching and the Brain". In Bullock, B. E., & Toribio, A. J. E.
3058:
2106:
1848:
is a predicted Embedded Language island. Here we see an objective complement of a finite verb begin with the quantifier.
1813:
English language?) (Code-switching, Arabic in bold) "How are your English language studies going?" (Translation)
460:
4447:
2245:
The first example illustrates intra-sentential code-switching, where the child Alicia (age 2) inserted the English noun
1925:
Myers-Scotton and MacSwan debated the relative merits of their approaches in a series of exchanges published in 2005 in
7401:
7007:
6001:"Language and linguistics on trial: Hearing Rachel Jeantel (and other vernacular speakers) in the courtroom and beyond"
5128:
5095:
1279:
6605:
5935:
Craig, Holly K. & Julie A. Washington. 2004. Grade-Related Changes in the Production of African American English.
447:
In popular usage and in sociolinguistic study, the term code-switching is frequently used to refer to switching among
7002:
6576:
6549:
6448:
6397:
6239:
5636:
5402:
5291:
4491:
Cornell Gonzales, Grace. Machado, Emily. "Taking the Leap: Supporting Multilingual Writers Through Translanguaging."
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3710:
3648:
3496:
1498:
1188:
677:
4789:
Canagarajah, Suresh (2011). "Codemeshing in academic writing: Identifying teachable strategies of translanguaging".
7365:
7148:
5704:
Bhatt, Rakesh M. (1995). "Code-switching and the functional head constraint". In Janet Fuller; et al. (eds.).
1160:
4181:
2851:
4408:
Hancock, Mark (1997). "Behind classroom code switching: Layering and language choice in L2 learner interaction".
1863:
to analyzing code-switching. This approach views explicit reference to code-switching in grammatical analysis as
1612:. (Code-switching, English in bold) "Face life with courage and faith in self." (Translation)
1424:
does not account for why switching is impossible between certain free morphemes. The sentence: "The students had
655:
31:
6470:
5152:
Cromdal, Jakob (2001). "Overlap in Bilingual Play: Some Implications of Code-Switching for Overlap Resolution".
2990:
3098:
2846:
2036:
659:
334:
17:
2527:("I will not be caught"), which are not standard French but are typical of the working-class Montreal dialect
7447:
7381:
7123:
6997:
6880:
6770:
6330:
2608:
Tewa, use the different languages to linguistically construct and maintain their discrete ethnic identities.
2097:
In this section, segments that are switched from the primary language of the conversation are shown in bold.
5720:
5354:
Fishman, Joshua (1967). "Bilingualism with and without diglossia; Diglossia with and without bilingualism".
4897:
4591:
García, Paula B.; Leibold, Lori; Buss, Emily; Calandruccio, Lauren; Rodriguez, Barbara (19 September 2018).
3486:
6865:
6765:
5086:(1998). "The 'Why' and 'How' Questions in the Analysis of Conversational Codeswitching". In P. Auer (ed.).
4647:"Code Switching among Bilingual and Limited English Proficient Students: Possible Indicators of Giftedness"
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6000:
5721:"How much context-sensitivity is necessary for assigning structural descriptions: Tree adjoining grammars"
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7421:
7391:
7213:
6653:
6497:
Bisagni, Jacopo (1 January 2014). "Prolegomena to the Study of Code-Switching in the Old Irish Glosses".
5977:
Fricke, Melinda & Gerrit Jan Kootstra. 2016. Primed codeswitching in spontaneous bilingual dialogue.
4593:"Code-Switching in Highly Proficient Spanish/English Bilingual Adults: Impact on Masked Word Recognition"
2932:
2916:
2856:
2468:
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developed by these children offers similar advantages to other kinds of bilingualism including increased
2114:
456:
201:
145:
5956:
Lee-James, Ryan & Julie A. Washington. 2018. Language Skills of Bidialectal and Bilingual Children.
1416:
is ruled out by the equivalence constraint because it does not obey the syntactic rules of English, and
1248:, is one of the more complete theories of code-switching motivations. It posits that language users are
7258:
6839:
6829:
6824:
6729:
2944:
2430:
you know, make this person look good and that person look bad. It's really plain and simple journalism.
1995:. Another study (Coggins et al., 2004) showed an increase in the volume of the anterior midbody of the
42:
2354:
more familiar with. This is common among younger children, as in the example below given by Bautista:
575:
There is much debate in the field of linguistics regarding the distinction between code-switching and
7457:
7452:
6703:
6698:
6688:
4448:"Teachers' Code-Switching in Bilingual Classrooms: Exploring Pedagogical and Sociocultural Functions"
4127:
Myers-Scotton, Carol (1989). "Codeswitching with English: types of switching, types of communities".
3977:
3664:
Genesee, Fred (2000). "Early bilingual language development: one language or two?". In Li Wei (ed.).
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2016:
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731:: While asking someone to do something, code-switching works to mark emphasis or provide inspiration.
464:
327:
305:
284:
166:
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can be explained only by postulating a range of linguistic or social factors such as the following:
440:, written with C. F. Voegelin, T. A. Sebeok, and C. Lévi-Strauss. He attrbutes the idea to linguist
432:
The earliest known use of the term "code-switching" in print was published in 1953, in a chapter by
6849:
6844:
6637:
3575:
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1915:
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codeswitching from underlying differences between the two languages, according to Cinque's theory.
1742:
1367:
441:
5649:"The architecture of the bilingual language faculty: evidence from intrasentential code switching"
4956:
Feldman, Laurie Beth; Srinivasan, Vidhushini; Fernandes, Rachel B.; Shaikh, Samira (August 2021).
2666:
1736:(especially prepositional phrases expressing time and manner, but also as verb phrase complements)
7442:
7178:
6806:
6708:
5006:
Heller, Monica (1992). "The Politics of Codeswitching and Language Choice". In C. Eastman (ed.).
2938:
2935: – Form of language used for a particular purpose or in a particular communicative situation
2889:
2147:
2070:
1987:
One such study (Michelli et al., 2004) showed significant increase in grey matter density in the
1300:
In a diglossic situation, some topics are better suited to the use of one language over another.
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the sentence or the clause level (i.e. at sentence or clause boundaries). It is sometimes called
648:
279:
255:
196:
150:
6185:"Inter-sentential code-switching and language dominance in Cantonese-English bilingual children"
5212:
Cromdal, Jakob (2004). "Building bilingual oppositions: Code-switching in children's disputes".
1120:
Code-switching is very common in classrooms of multiple languages for many different purposes.
420:
of words or morphemes from another language to be different from other types of code-switching.
7173:
6928:
5472:
5427:
2662:
and wrote the annals in both languages, often switching between them within a single sentence.
397:
274:
216:
186:
30:
This article is about alternating between two or more languages in speech. For other uses, see
7033:
6114:
5249:"Performing bilingualism in Wales: Arguing the case for empirical and theoretical eclecticism"
4234:
3372:
Torres, Lourdes (2007). "In the Contact Zone: Code-Switching Strategies by Latino/a Writers".
7268:
6948:
6903:
5902:
5862:"Variable dialect switching among African American children: Inferences about working memory"
4844:
Talkin' bout good & bad' pedagogies: Code-switching vs. comparative rhetorical approaches
4646:
4319:
2991:"Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)"
2862:
2654:
between the 8th and 17th centuries by Christian monks and priests. These were fluent in both
2512:
2464:
2389:
1833:. (Code-switching, English in bold) "You were talking a lot of nonsense." (Translation)
1223:
289:
211:
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6933:
6801:
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6135:"Code-Mixing and Mixed Verbs in Cantonese-English Bilingual Children: Input and Innovation"
6058:
Young, Vershawn Ashanti Young; Barrett, Rusty; Young-Rivera, Y'Shanda; Lovejoy, Kim Brian.
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8:
7223:
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6630:
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Gutierrez-Clellen, V. (1999). "Language choice in intervention with bilingual children".
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749:: Code-switching is a useful tool for people to talk and act more like those around them.
269:
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2686:
Conadail cli buadach Connadil Essa Macc Neirc hiConnachtaib .i. Conna ise intainm. ⁊tucc
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Reyes, Iliana (2004). "Functions of code switching in schoolchildren's conversations".
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206:
191:
5944:
3317:
Kanngieser, Anja (2012). "A sonic geography of voice: Towards an affective politics".
3198:
3148:
2947: – Using different languages or language varieties in different social situations
1991:
of bilinguals relative to monolinguals as a specific instance of experience-dependent
559:
varies. Some scholars use either term to denote the same practice, while others apply
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2330:(Filipino), as well as English and other native languages, is very widespread in the
2191:
Okay. And after he used, pardon my language, he said, 'Oh, shit', what happened then?
2159:
2020:
1967:
1966:
During class writing activities, bi/multilingual students are often times faced with
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1266:
1129:
1128:
Code-switching in remote settings has become higher on the writing agenda due to the
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The term "code-switching" is also used outside the field of linguistics. Informally,
311:
135:
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65:
6524:
5888:
5664:
5524:
5449:
5105:
4942:
4387:
3720:
3686:
Treffers-Daller, J. (2009). Bullock, Barbara E; Toribio, Almeida Jacqueline (eds.).
3557:
921:
543:, the words that make up a language, while code-switching takes place in individual
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3617:
3543:
3535:
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3326:
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3194:
3173:
3144:
3082:
2927:
2892: – Influence one language has on the acquisition or intelligibility of another
2880: – Political, economic or military predominance of one state over other states
2597:
2596:. They are discussing the selection of a site for a new high school in the eastern
2593:
2327:
2135:
2110:
1992:
1239:
907:
616:
with code-switching, highlighting the differences between them and code-switching.
590:, along with code-switching, comprise what is known as cross-linguistic influence.
520:
106:
6261:
5015:
4463:
3988:
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2162:. As an example of this code-switching in action, see the following transcript of
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5880:
5731:
5336:
5281:
5165:
4608:
4562:
4185:
4161:
3702:
3526:
Poplack, Shana; David Sankoff (1984). "Borrowing: the synchrony of integration".
2959:
2868:
2511:. Selvamani, who moved from Sri Lanka to Quebec as a child and now identifies as
2488:
2032:
1996:
1971:
1759:
1305:
532:
382:
378:
140:
125:
96:
38:
7198:
3862:
2635:( "It's better if our children go to school right here, rather than far away.")
7303:
7243:
7238:
7233:
7203:
7118:
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5906:
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3177:
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latency and the smaller the amplitude was this positivity to the code-switch."
1911:
1301:
1133:
906:. It is more of a "syntactic blend" than the kind of lexical blend one sees in
862:
452:
433:
61:
7053:
6622:
6365:"Evaluating bilingual education in the Philippines (1974-1985) | WorldCat.org"
6090:
5986:
5656:
5486:
5225:
4973:
4371:
3608:
Bokamba, Eyamba G. (1989). "Are there syntactic constraints on code-mixing?".
3539:
3452:
1374:
rules and specific syntactic boundaries for where code-switching might occur.
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7411:
7283:
7248:
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6151:
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5835:
5818:
5795:
5778:
5735:
5610:
5563:
5463:
Sankoff, David; Shana Poplack (1981). "A formal grammar for code-switching".
5253:
Pragmatics: Quarterly Publication of the International Pragmatics Association
4981:
4874:
4670:
4379:
4289:
4280:
4074:
3808:
3688:"Code-switching and transfer: An exploration of similarities and differences"
3583:
One Speaker, Two Languages: Cross-disciplinary Perspectives on Code-switching
3460:
3418:
3330:
3086:
3038:
2883:
2589:
2585:
2339:
1904:
1892:
1382:
698:
563:
to denote the formal linguistic properties of language-contact phenomena and
171:
5708:. Ithaca, NY: Department of Modern Languages and Linguistics. pp. 1–12.
5502:
5391:"Social meaning in linguistic structures: Code switching in northern Norway"
5265:
5248:
4026:
3962:
3942:
3385:
3099:
https://archive.org/details/resultsofconfere00levi/mode/2up?q=code-switching
1903:
developed by Belazi et al. holds that code-switching cannot occur between a
7323:
7298:
7278:
7253:
7183:
7153:
7143:
7138:
6593:
4626:
4307:
3206:
3156:
2739:
2647:
2581:
2467:, etc.) within long stretches of ML content; and even the inversion of the
2392:
2343:
2151:
2139:
1899:
items (pronouns, prepositions, conjunctions, etc.) cannot be switched. The
1896:
1856:
1304:
proposes a domain-specific code-switching model (later refined by Blom and
1283:
1211:
1207:
6390:
Filipino English and Taglish Language Switching from Multiple Perspectives
6343:
6021:
5555:
4934:
4759:
3018:
2548:
Parce que n'importe quand quand j'enregistre ma voix ça l'air d'un garçon.
7318:
7313:
7228:
7063:
5727:
5065:
Gender, Heteroglossia and Power. A Sociolinguistic Study of Youth Culture
5051:
3403:(3rd ed.). Cambridge: Cambridge University Press. pp. 374–375.
2496:
2331:
2143:
1769:
1753:
1749:
1249:
548:
355:
6161:
5845:
5571:
5539:
4882:
4858:
4767:
4528:
3944:
Crossing Divides: Exploring Translingual Writing Pedagogies and Programs
3816:
3792:
2105:
Children growing up in African American communities, who natively speak
1420:
is ruled out because it does not follow the syntactic rules of Spanish.
1341:
Please help rewrite or integrate negative information to other sections
1166:
Too many independent sub-sections with too little connection among them.
7360:
7273:
7113:
7093:
7078:
6280:
6200:
6099:
5618:
5594:
5516:
4429:
4178:
2601:
1919:
1565:
1558:
1253:
1227:
903:
662: in this section. Unsourced material may be challenged and removed.
226:
6515:
6332:
Taglish in Metro Manila: An Analysis of Tagalog-English Code-Switching
5860:
Terry, J.M.; Hendrick, R.; Evangelou, E.; Smith, R.L. (October 2010).
3548:
3081:“Code-switching, N.” Oxford English Dictionary, Oxford UP, July 2023.
7098:
3847:
2743:
2504:
1370:
patterns of language alternation, linguists have postulated specific
1295:
1215:
809:
a sentence or a clause. In Spanish-English switching one could say, "
544:
479:
390:
181:
92:
5706:
Proceedings of the Eleventh Eastern States Conference on Linguistics
4421:
4054:
3937:
3935:
2800:
Ana, if I leave her here would you send her upstairs when you leave?
690:
There are several reasons to switch codes in a single conversation:
637:
6062:. New York and London: Teachers College Press. pp. 15, 16, 17.
5121:
Code-Switching in Conversation: Language, Interaction, and Identity
5088:
Code-Switching in Conversation: Language, Interaction, and Identity
4919:"Code-switching in English language education: Voices from Vietnam"
4728:
2877:
2831:
2695:
2460:
1531:
858:
524:
487:
459:. This form of switching is practiced, for example, by speakers of
417:
409:
367:
236:
221:
6601:
6392:. John Benjamins Publishing Company (published October 16, 2003).
5010:. Vol. 13. Clevedon: Multilingual Matters. pp. 123–142.
4917:
Nguyen, Nhan Trong; Grainger, Peter; Carey, Michael (2016-07-01).
4729:"Code-Switching, Intuitive Knowledge, and the Bilingual Classroom"
3753:
International Encyclopedia of the Social & Behavioral Sciences
3268:. Vol. 13. Clevedon: Multilingual Matters. pp. 157–167.
3184:
1840:
We see example 1 work because the French Embedded Language island
776:
Scholars use different names for various types of code-switching.
7012:
6565:
Pahta, Päivi; Skaffari, Janne; Wright, Laura (18 December 2017).
4903:
3932:
2898:
2651:
2418:( "At GMA, objectivity has already become part of the culture.")
2335:
2321:
2000:
1539:
is a constituent composed entirely of Matrix Language morphemes.
1371:
922:'Intrasentential' code-switching vs. 'Insertional' code-switching
540:
483:
448:
176:
5779:"Problem-Based Learning to Improve Students' Grammar Competence"
4955:
4264:"Portmanteau Constructions, Phrase Structure, and Linearization"
4235:"Word Order vs. Word Class: Portmanteau Sentences in Bilinguals"
2953: – Set of linguistic variants with specific social meanings
2913: – Ability to consciously reflect on the nature of language
2886: – Coexistence of multiple points of view within a language
2100:
5939:. American Speech-Language-Hearing Association 47(2). 450–463.
4846:. College Composition and Communication 69.2. pp. 230–259.
3020:
Borrowing: Loanwords in the Speech Community and in the Grammar
2735:
2731:
2669:
that gives a spurious etymology of the prince Connadil's name:
2508:
2500:
2131:
1733:
536:
528:
386:
231:
6568:
Multilingual Practices in Language History: English and Beyond
2580:
offers the following example of code-switching by three elder
4590:
4452:
International Journal of Bilingual Education and Bilingualism
2659:
2528:
1984:
from those of monolinguals in both size and neural activity.
1648:'put in/on'; this means that the verb is a content morpheme.
1586:
567:
to denote the actual, spoken usages by multilingual persons.
5924:
Handbook of language and literacy: Development and disorders
4318:
Alexiadou, Artemis; Lohndal, Terje, eds. (31 October 2016).
3911:"Translanguaging and Code-Switching: what's the difference?"
2859: – Switching between Cantonese and English in Hong Kong
2726:. Most of the language switches, however, consisted of what
2150:, zero past tense, zero plurals, and zero prepositions. The
1159:
may be in need of reorganization to comply with Knowledge's
1036:
6594:"Irish-Latin Code-switching in a Medieval Irish Commentary"
6224:
The bilingual child: Early development and language contact
6075:"Syntactic transfer in a Cantonese–English bilingual child"
6057:
5859:
5783:
Register Journal, Language & Language Teaching Journals
4895:
4644:
4446:
Cahyani, Hilda; de Courcy, Michele; Barnett, Jenny (2018).
3224:
Language development: Monolingual and bilingual acquisition
2804:
I'll tell you exactly when I have to leave, at ten o'clock.
2550:( "Because whenever I record my voice I sound like a boy")
1768:
role and case assigners, i.e. main finite verbs (with full
1640:
1582:
832:
551:
is a thematically related term, but the usage of the terms
405:
5283:
Social Motivations for Codeswitching: Evidence from Africa
4902:. Journal of English Education. p. 81. Archived from
3585:. Cambridge: Cambridge University Press. pp. 177–98.
7340:
European Association for the Teaching of Academic Writing
6445:
Regimes of Language: Ideologies, Polities, and Identities
4356:"On the emergence of bilingual code-switching competence"
4168:
Berlin, New York: Mouton de Gruyter, 2001. pg 166. Print.
3751:
Brice, A.E. (2015). "Multilingual Language Development".
2694:(Conandil victorious prince Connadil of Ess Mac nEirc in
2631:( "They didn't want a school on their land.") Speaker C:
2371:
Francis, why don't you play the piano for your godmother?
1377:
1265:
Scholars of conversation analysis such as Peter Auer and
1054:
align with the values and norms of the majority culture.
474:
is sometimes used to refer to relatively stable informal
4896:
Nurhamidah; Fauziati, Endang; Supriyadi, Salmet (2018).
4859:""Nah, We Straight": An Argument Against Code Switching"
3793:""Nah, We Straight": An Argument Against Code Switching"
3637:"Constraints on code-switching: how universal are they?"
2052:
The extended control process model states the following:
1033:
establish communication between educators and learners.
707:: People will switch codes while quoting another person.
6262:"Tagalog-English Code-switching as a Mode of Discourse"
4445:
3681:
3679:
3677:
3675:
2955:
Pages displaying short descriptions of redirect targets
2894:
Pages displaying short descriptions of redirect targets
2873:
Pages displaying short descriptions of redirect targets
2556:( "So, you know, I'm not going to be had.") Selvamani:
2438:( "If you attacked somebody, then get the other side")
1218:, and other social positions. In addition, scholars in
1027:
570:
27:
Changing between languages during a single conversation
4055:
Martin, Judith N.; Nakayama, Thomas K. (16 May 2017).
3569:
3567:
3521:
3519:
2924: – Language that arises amongst a bilingual group
2633:
Naembí eeyae nąeląemo díbít'ó'ámmí kąayį'į wédimu::di.
2449:
the addition of prefixes, suffixes, and infixes (e.g.
5651:. Bilingualism: Language and Cognition 3 (1): 37–54.
2182:) when asked for clarification by the court reporter:
1273:
366:
occurs when a speaker alternates between two or more
5765:
The Cambridge handbook of linguistic code-switching.
5462:
3672:
3525:
3134:
2827:
1954:
their native languages. Ena Lee and Steve Marshall
1710:
Embedded Language Implicational Hierarchy Hypothesis
1123:
835:, or both, from one language to another, (common in
6564:
5388:
4916:
4487:
4485:
4483:
4481:
4050:
4048:
4046:
4044:
3695:
The Cambridge Handbook of Linguistic Code-switching
3564:
3516:
2985:
2983:
2981:
2979:
2977:
2560:( "What, what, why do you laugh so much?")
2134:characteristics studied across the transition from
1471:
may be too technical for most readers to understand
64:and an interviewer code-switch between English and
5056:Crossing: Language and Ethnicity among Adolescents
4899:Code-Switching in EFL Classroom: Is It Good or Bad
2178:) was used which was switched to an overt copula (
1726:Implication Hierarchy of Embedded Language Islands
1091:
5937:Journal of Speech, Language, and Hearing Research
5742:. Cambridge, England: Cambridge University Press.
4690:
4688:
4597:Journal of Speech, Language, and Hearing Research
3430:
3428:
3187:Language, Speech, and Hearing Services in Schools
3163:
3137:Language, Speech, and Hearing Services in Schools
2738:. This type of code-switching has been linked to
2433:Kung mayroon kang binira, kunin mo 'yung kabilang
2043:
7434:
5911:The Oxford Handbook of African American Language
4841:
4745:
4478:
4317:
4155:Oral and Written Assyrian-English Code-switching
4041:
3904:
3902:
3900:
3130:
3128:
3126:
2974:
2813:. ( "I'm going to leave you with Ana.")
2665:An example is given below, from the 9th-century
1069:
839:). In Spanish-English switching one could say, "
791:. In Assyrian-English switching one could say, "
6652:
6541:Literacy and Identity in Early Medieval Ireland
6255:
6253:
6251:
6115:"CHILDES Cantonese-English Yip/Matthews Corpus"
5595:"Bilingual Code-Switching and Syntactic Theory"
4722:
4720:
4718:
4349:
4347:
4345:
4343:
4341:
4192:. Vol. 14. Cambridge: MIT, 1983. 520-36. Print.
3685:
2865: – Adoption of features of another culture
2015:alongside executive control processes with the
1697:(Code-switching, grammatical, English in bold)
1078:
964:ha sido la fuente de numerosas investigaciones.
845:He's from Mexico, and they raise them like that
6472:Codeswitching in the Irish-Latin Leabhar Breac
5690:. Amsterdam: John Benjamins. pp. 243–278.
5685:
5339:(2004). "Codeswitching". In A. Duranti (ed.).
4818:"Switching gears: revising code-switching, n."
4685:
4640:
4638:
4636:
4586:
4584:
4582:
4580:
3425:
3012:
3010:
2962: – Linguistic term coined by Cen Williams
2852:Bicultural identity § Cultural frame switching
2689:sua mater perpietatem additamentum sillabæ dil
2428:( "...that we have nothing like an agenda") –
1451:
1173:to make improvements to the overall structure.
6638:
5812:
5810:
5808:
5806:
5688:Multidisciplinary Approaches to Codeswitching
5279:
4354:Toribio, Almeida Jacqueline (December 2001).
4228:
4226:
4179:Bilingual Code-Switching and Syntactic Theory
4126:
3976:Lau, Charles (2020-04-30). Sha, Mandy (ed.).
3897:
3860:
3829:
3786:
3784:
3746:
3744:
3166:American Journal of Speech-Language Pathology
3123:
3052:
3050:
3048:
2871: – American feminist scholar (1942–2004)
2101:African-American English and Standard English
1688:*Nikamwambia anipe ruhusa niende ni-ka-check
831:is the switching of either a tag phrase or a
438:Results Conf. Anthropologists & Linguists
335:
6248:
5998:
4715:
4338:
4237:. In Hoji, Hajime; Clancy, Patricia (eds.).
6221:
6189:Journal of Monolingual and Bilingual Speech
6182:
6178:
6176:
6174:
6172:
6132:
6128:
6126:
6124:
6072:
5816:
5343:. Malden, Mass.: Blackwell. pp. 73–94.
5329:
5316:
5314:
5154:Research on Language and Social Interaction
5118:
4788:
4633:
4577:
4548:
4544:
4542:
4540:
4538:
4536:
4241:. Center for the Study of Language (CSLI).
3861:Horner, Bruce; Alvarez, Sara (2019-11-01).
3352:
3350:
3348:
3110:
3108:
3106:
3007:
2901: – Spanish variety spoken in Gibraltar
2092:
1851:
1653:Embedded Language Island Trigger Hypothesis
941:Example of 'Intrasentential code-switching'
6645:
6631:
6183:Lam, Chit Fung; Matthews, Stephen (2020).
5803:
5456:
5389:Blom, Jan-Petter; John J. Gumperz (1972).
4441:
4439:
4403:
4401:
4399:
4397:
4262:Chan, Brian Hok-Shing (21 December 2015).
4223:
4216:
4214:
4212:
4210:
4208:
4206:
4204:
4202:
4200:
4198:
4087:: CS1 maint: location missing publisher (
3781:
3741:
3603:
3601:
3599:
3480:
3478:
3316:
3221:
3045:
2730:called alternation: longer fragments like
956:We arrived in the United States in the 60s
514:
342:
328:
6514:
6442:
6324:
6322:
6320:
6318:
6316:
6300:
6298:
6222:Yip, Virginia; Matthews, Stephen (2007).
6160:
6150:
6133:Yip, Virginia; Matthews, Stephen (2016).
6098:
6073:Yip, Virginia; Matthews, Stephen (2000).
5999:Rickford, John R.; King, Sharese (2016).
5844:
5834:
5794:
5498:
5496:
5476:
5431:
5397:. New York: Holt, Rinehart, and Winston.
5264:
5078:
5076:
4694:
4616:
4515:
4513:
4511:
4509:
4507:
4505:
4503:
4501:
4297:
4279:
4255:
3987:
3547:
3491:. Cambridge: Cambridge University Press.
3434:
3114:
3059:"Code -Switching & Lexical Borrowing"
3023:. New York, NY: Oxford University Press.
2907: – Text using a mixture of languages
2627:( "Schools were not wanted.") Speaker B:
1948:
1499:Learn how and when to remove this message
1483:, without removing the technical details.
1206:Code-switching relates to, and sometimes
1189:Learn how and when to remove this message
1037:Applications in language learning process
948:Llegamos a los Estados Unidos en los 60s.
841:Él es de México y así los criaron a ellos
678:Learn how and when to remove this message
71:
6537:
6387:
6259:
6169:
6121:
5776:
5759:
5757:
5755:
5753:
5751:
5749:
5699:
5697:
5592:
5537:
5311:
5180:
4551:International Journal of Multilingualism
4533:
4171:
4122:
4120:
4118:
4102:
4100:
4098:
3908:
3356:
3345:
3226:. Old Tappan, NJ: Merrill/Prentice Hall.
3103:
2809:. ( "And it's nine fifteen.") Marta:
2440:so that both sides are fairly presented.
2236:
981:Example of 'Insertional code-switching':
971:has been the source of numerous studies.
610:
416:). However, some linguists consider the
79:
47:
6496:
6411:
6409:
5679:
5670:
5353:
5335:
5273:
5211:
5151:
5062:
5050:
4923:Theory and Practice in Language Studies
4815:
4726:
4651:Journal for the Education of the Gifted
4436:
4407:
4394:
4353:
4195:
4147:
4057:Intercultural communication in contexts
3830:Henderson Lee, Sarah (September 2014).
3663:
3607:
3596:
3592:from the original on February 24, 2021.
3576:"Code-switching and grammatical theory"
3573:
3484:
3475:
3398:
3239:"How Code-Switching Explains The World"
3016:
2315:
865:-English switching one could say, "But
14:
7435:
6919:Generative second-language acquisition
6571:. Walter de Gruyter GmbH & Co KG.
6328:
6313:
6304:
6295:
5926:. Guilford Press New York, NY 204–221.
5493:
5341:A Companion to Linguistic Anthropology
5123:. London: Routledge. pp. 262–86.
5090:. London: Routledge. pp. 156–76.
5073:
5005:
4733:Education Resources Information Center
4498:
4106:
3947:. University Press of Colorado. 2017.
3401:The Cambridge encyclopedia of language
3371:
3263:
3056:
2749:
2499:Sonia Das's work with immigrants from
2006:
1939:
1712:can be stated as two sub-hypotheses:
1378:Constraint-based model: Poplack (1980)
1311:
1260:
519:Code-switching is distinct from other
6626:
5819:"Language Control and Code-Switching"
5746:
5718:
5712:
5703:
5694:
5417:
5393:. In J. J. Gumperz; D. Hymes (eds.).
4856:
4816:Salazar, Danica (21 September 2020).
4748:College Composition and Communication
4519:Mellix, Barbara. "From Outside, In."
4239:Japanese/Korean Linguistics: Volume 2
4232:
4115:
4095:
3790:
3750:
3634:
3435:Gutiérrez, John R. (September 1985).
3245:from the original on 12 February 2020
3236:
1549:The three levels of abstraction are:
1481:make it understandable to non-experts
881:") Here the English plural morpheme -
7387:Bilingualism: Language and Cognition
6591:
6406:
6079:Bilingualism: Language and Cognition
5777:Zuhriyah, Mukminatus (1 June 2017).
5767:Cambridge University Press. 289-306.
5641:
5320:
5246:
5186:
4962:Bilingualism: Language and Cognition
4523:. Vol. 41, no.2, 1987. pp. 258–267.
4360:Bilingualism: Language and Cognition
4261:
4012:
2698:, i.e. Conna, that is the name, and
2629:Wédít'ókánk'egena'adi imbí akhonidi.
2342:among the urbanized and/or educated
2003:capacity requirement of bilinguals.
1928:Bilingualism: Language and Cognition
1455:
1331:"criticism" or "controversy" section
1315:
1143:
1028:Code-switching in language education
958:. We came to New York in the 60s.''
660:adding citations to reliable sources
631:
571:Code-switching and language transfer
6486:– via www.lotpublications.nl.
6415:
6260:Bautista, Maria Lourdes S. (2004).
5544:Research in the Teaching of English
5082:
4842:Williams-Farrier, Bonnie J (2017).
4698:Language Change: Progress Or Decay?
4495:. Vol. 75, no.6, 2022. pp. 685–692.
3975:
3581:. In L. Milroy; P. Muysken (eds.).
2554:Alors, tsé, je me ferai pas poigner
2482:
2420:I can tell you with a straight face
2326:Code-switching between English and
2304:( "I want to see! I want to see!")
2298:What is it? Do you know what it is?
2107:African-American Vernacular English
1244:The Markedness model, developed by
1233:
961:2) Code-switching among bilinguals
885:appears alongside the Shona prefix
461:African American Vernacular English
24:
7402:Journal of Second Language Writing
5368:10.1111/j.1540-4560.1967.tb00573.x
4324:. Frontiers Media SA. p. 99.
4141:10.1111/j.1467-971X.1989.tb00673.x
4059:(Seventh ed.). New York, NY.
3765:10.1016/B978-0-08-097086-8.23126-7
3622:10.1111/j.1467-971X.1989.tb00669.x
2704:the addition of the syllable 'dil'
2642:
2558:ennatā, ennatā, enna romba ciritā?
1280:communication accommodation theory
1274:Communication accommodation theory
1201:
396:Code-switching may happen between
95:code-switches between English and
25:
7469:
6538:Johnston, Elva (15 August 2013).
6449:School of American Research Press
6307:Philippine Journal of Linguistics
6039:from the original on 9 April 2022
3909:Ilkowski, Kimberly (2018-05-09).
3881:"Code-Switching and Code-Meshing"
2064:
1739:Other time and manner expressions
1124:Code-switching in remote settings
995:"The student read the book in the
988:El estudiante leyó el libro en el
969:"Code-switching among bilinguals
759:To avoid effects of implicit bias
377:Code-switching is different from
7366:L2 Syntactic Complexity Analyzer
6585:
6558:
6531:
6490:
6463:
6436:
6430:10.1111/j.1548-1425.2011.01336.x
6381:
6357:
5538:Martínez, Ramón Antonio (2010).
4857:Young, Vershawn Ashanti (2009).
4803:10.1111/j.1540-4781.2011.01207.x
3791:Young, Vershawn Ashanti (2009).
2830:
2571:
2380:( "Because it's so difficult.")
1878:
1628:Hata wengine nasikia washawekwa
1460:
1320:
1148:
951:We came to New York in the 60s.
636:
310:
301:
300:
251:
250:
6608:from the original on 2019-06-17
6479:from the original on 2020-04-16
6215:
6107:
6066:
6051:
5992:
5971:
5950:
5929:
5916:
5895:
5853:
5770:
5625:
5586:
5531:
5411:
5382:
5347:
5300:from the original on 2019-04-07
5240:
5205:
5145:
5112:
4996:
4949:
4910:
4889:
4850:
4835:
4809:
4782:
4739:
4006:
3982:. RTI Press. pp. 101–115.
3969:
3921:from the original on 2023-03-13
3873:
3854:
3823:
3730:from the original on 2020-01-22
3657:
3628:
3505:from the original on 2019-04-07
3392:
3365:
3310:
3257:
3063:Educational Research Techniques
2742:in societies that are strongly
2562:Alors, qu'est-ce que je disais?
2487:This example of switching from
2471:word order of Tagalog into the
2375:Mommy, I don't want to. It's so
2350:their local dialect over both.
2302:ngo5 jiu3 tai2! ngo5 jiu3 tai2!
1978:
1934:
1109:cultures in an unfiltered way.
1092:Code-switching in the classroom
871:a-no a-ya ha-ndi-si ku-mu-on-a.
729:To soften or strengthen command
647:needs additional citations for
32:Code-switching (disambiguation)
6338:(BA). University of Michigan.
6309:(Special Monograph Issue № 1).
6226:. Cambridge University Press.
5979:Journal of Memory and Language
5442:10.1080/15235882.2004.10162613
5395:Directions in Sociolinguistics
5323:Code-Switching in Conversation
4821:Oxford English Dictionary blog
4701:. Cambridge University Press.
4321:The Grammar of Multilingualism
3230:
3215:
3091:
3075:
2847:Bibliography of code-switching
2811:Lolita, te voy a dejar con Ana
2792:to see if you could come down.
2187:Prosecutor Bernie de la Rionda
2080:
2069:In a study published in 2001,
2044:Extended control process model
2037:dorsolateral prefrontal cortex
1366:In studying the syntactic and
927:Intrasentential code-switching
889:-, which also marks plurality.
13:
1:
6881:Good language learner studies
6592:Stam, Nike (4 October 2017).
6269:Asia Pacific Education Review
5280:Myers-Scotton, Carol (1993).
5191:. Amsterdam: John Benjamins.
5016:10.1080/01434632.1992.9994487
4464:10.1080/13670050.2016.1189509
3989:10.3768/rtipress.bk.0023.2004
3274:10.1080/01434632.1992.9994489
3222:Brice, A.; Brice, R. (2009).
2967:
2706:, i.e. dear is Conna to me.)
2338:, it has become the de facto
2249:into her Cantonese sentence:
1989:left inferior parietal cortex
1334:may compromise the article's
1070:Code-switching among learners
6866:Language learning strategies
5966:10.1097/TLD.0000000000000142
5958:Topics in Language Disorders
5881:10.1016/j.lingua.2010.04.013
5166:10.1207/S15327973RLSI3404_02
5067:. Berlin: Walter de Gruyter.
4609:10.1044/2018_JSLHR-H-17-0399
4563:10.1080/14790718.2011.595795
3703:10.1017/cbo9780511576331.005
3357:Zentella, Ana Celia (1997).
3237:Demby, Gene (3 April 2013).
2604:identify themselves as Hopi
2564:( "So, what was I saying?")
2519:("you know", contraction of
1289:
1079:Code-switching for educators
857:a word itself, such as at a
627:
7:
7422:The Modern Language Journal
6654:Second-language acquisition
5945:10.1044/1092-4388(2004/036)
4791:The Modern Language Journal
4727:Aguirre, Adalberto (1988).
4166:Codeswitching Worldwide II.
3319:Progress in Human Geography
3199:10.1044/0161-1461(2005/025)
3149:10.1044/0161-1461(2005/026)
2933:Register (sociolinguistics)
2917:Metaphorical code-switching
2857:Code-switching in Hong Kong
2823:
2584:men, who are trilingual in
2410:objectivity has become part
1572:
1452:Matrix language-frame model
1444:is literally translated as
1139:
789:"extrasentential" switching
72:§ Filipino and English
69:
10:
7474:
6840:Willingness to communicate
6830:Critical period hypothesis
6825:Language-learning aptitude
6329:Lesada, Joseph D. (2017).
5420:Bilingual Research Journal
4663:10.1177/016235320603000102
3863:"Defining Translinguality"
3178:10.1044/1058-0360.0804.291
2945:Situational code-switching
2941: – Political strategy
2776:Oh, I could stay with Ana?
2319:
1901:Functional Head Constraint
1732:Formulaic expressions and
1426:visto la película italiana
1293:
1237:
934:Insertional code-switching
803:Intra-sentential switching
765:To say something in secret
537:loan translation (calques)
43:Situational code-switching
36:
29:
7374:
7353:
7332:
7021:
6990:
6967:
6889:
6858:
6815:
6789:
6743:
6717:
6681:
6660:
6581:– via Google Books.
6554:– via Google Books.
6091:10.1017/S136672890000033X
5987:10.1016/j.jml.2016.04.003
5657:10.1017/S1366728900000122
5487:10.1080/08351818109370523
5247:Musk, Nigel John (2012).
5226:10.1017/S0047404504031021
4974:10.1017/S1366728921000122
4823:. Oxford University Press
4372:10.1017/S1366728901000414
3540:10.1515/ling.1984.22.1.99
3485:Gumperz, John J. (1982).
3453:10.1017/S0047404500011350
3115:Weinreich, Uriel (1953).
2625:Tututqaykit qanaanawakna.
2168:trial of George Zimmerman
1748:Non-quantifier, non-time
1528:constituent (linguistics)
1220:interactional linguistics
977:morphological structure.
837:intra-sentential switches
781:Intersentential switching
476:mixtures of two languages
285:Sociocultural linguistics
6871:Communication strategies
6850:Metalinguistic awareness
6845:Foreign language anxiety
6507:10.1484/J.PERIT.5.102737
6447:. Santa Fe, New Mexico:
6388:Thompson, Roger (2003).
6232:10.1017/CBO9780511620744
6152:10.3390/languages1010004
5836:10.3390/languages3020008
5796:10.18326/rgt.v10i1.48-61
5740:Natural Language Parsing
5593:Woolford, Ellen (1983).
5356:Journal of Social Issues
4695:Aitchison, Jean (2001).
4281:10.3389/fpsyg.2015.01851
4164:." In Rodolfo Jacobson.
4153:McClure, Erica (2001). "
3885:view.officeapps.live.com
3574:Muysken, Pieter (1995).
3361:. Malden, MA: Blackwell.
3331:10.1177/0309132511423969
2911:Metalinguistic awareness
2807:Y son las nueve y cuarto
2720:ut in proverbio dicitur
2274:. ( "Eat some apples.")
2093:Examples in conversation
2071:event-related potentials
1931:, issues 8(1) and 8(2).
1861:constraint-free approach
1852:Constraint-free approach
1401:because you are friendly
1387:free-morpheme constraint
771:
711:Solidarity and gratitude
539:. Borrowing affects the
442:William Freeman Twaddell
37:Not to be confused with
6807:Word lists by frequency
5719:Joshi, Aravind (1985).
5266:10.1075/prag.22.4.05mus
4268:Frontiers in Psychology
4109:The Bilingualism Reader
3666:The Bilingualism Reader
3641:The Bilingualism Reader
3635:Clyne, Michael (2000).
3399:Crystal, David (2010).
3017:Poplack, Shana (2018).
2939:Respectability politics
2890:Linguistic interference
2700:his mother, out of love
2525:je me ferai pas poigner
1889:Closed-class Constraint
1842:Le matin de bonne heure
1786:Le matin de bonne heure
1164:. The reason given is:
515:Distinguishing features
280:Linguistic anthropology
197:Phono-semantic matching
6929:Interaction hypothesis
6914:Dynamic Systems Theory
6060:Other People's English
5647:MacSwan, Jeff (2000).
5189:Bilingual Conversation
5063:Pujolar, Joan (2000).
3087:10.1093/OED/9205364123
2230:
2058:
1949:Bilingual disadvantage
1537:Matrix Language island
1430:seen the Italian movie
1392:equivalence constraint
427:
275:Historical linguistics
217:Linguistic description
187:Homophonic translation
100:
77:
6949:Processability theory
6904:Comprehensible output
6673:Common misconceptions
6022:10.1353/lan.2016.0078
5556:10.58680/rte201012743
5465:Papers in Linguistics
5286:. Oxford: Clarendon.
4935:10.17507/tpls.0607.01
4760:10.58680/ccc201729418
4233:Azuma, Shoji (1990).
4027:10.1093/applin/amt003
3386:10.1093/melus/32.1.75
3057:Darrin (2017-10-05).
2863:Cultural assimilation
2667:Martyrology of Óengus
2523:) and the expression
2390:television journalist
2334:. Known generally as
2237:Cantonese and English
2184:
2054:
1811:Kayf heya derasatik l
1610:and faith in yourself
1436:" ("John gave a book
1428:" ("The students had
1397:porque eres simpático
1224:conversation analysis
904:word order typologies
879:I don't see him much.
611:Easily confused terms
290:Sociology of language
91:
60:
7448:Language acquisition
6959:Skill-based theories
6954:Order of acquisition
6934:Interface hypothesis
6817:Individual variation
6802:Linguistic universal
6756:Contrastive rhetoric
6751:Contrastive analysis
6418:American Ethnologist
5817:David Green (2018).
5325:. London: Routledge.
5321:Auer, Peter (1998).
5187:Auer, Peter (1984).
4111:. London: Routledge.
4107:Li Wei, ed. (2000).
3488:Discourse Strategies
3359:Growing Up Bilingual
3119:. The Hague: Mouton.
3117:Languages in Contact
2316:Filipino and English
2166:'s testimony in the
1961:Multilingual writers
1282:(CAT), developed by
899:portmanteau sentence
851:Intra-word switching
656:improve this article
410:individual morphemes
364:language alternation
7382:Applied Linguistics
7354:Computational tools
7022:Notable researchers
6944:Noticing hypothesis
6761:Error (linguistics)
6451:. pp. 329–59.
6369:search.worldcat.org
5214:Language in Society
4493:The Reading Teacher
4316:; anthologized in:
4015:Applied Linguistics
3867:Faculty Scholarship
3639:. In Li Wei (ed.).
3441:Language in Society
2750:Spanish and English
2473:subject-verb-object
2469:verb–subject–object
2423:na wala kaming age-
2007:Subcortical network
1940:Bilingual advantage
1807:كيف هي دراستك في ال
1544:Blocking Hypothesis
1512:Carol Myers-Scotton
1312:Linguistic theories
1261:Sequential analysis
1246:Carol Myers-Scotton
1171:editing the article
523:phenomena, such as
414:synthetic languages
270:Applied linguistics
6939:Interface position
6790:Linguistic factors
6694:Classroom research
6281:10.1007/BF03024960
6201:10.1558/jmbs.13308
5599:Linguistic Inquiry
5505:Linguistic Inquiry
5058:. London: Longman.
4906:on 12 August 2022.
4521:The Georgia Review
4190:Linguistic Inquiry
4184:2018-08-09 at the
4177:Woolford, Ellen. "
4160:2019-04-07 at the
2905:Macaronic language
2838:Linguistics portal
2756:Ana Celia Zentella
2724:ut ferunt peritii
2475:order of English.
2292:; Cantonese is in
2170:for the murder of
2156:executive function
2029:supramarginal gyri
2017:anterior cingulate
2013:left basal ganglia
1343:through discussion
1016:"I met up with my
1000:2) I met up with m
997:reference room.''
797:Those, I did them.
795:What happened?" ("
741:Unconscious effort
695:A particular topic
402:sentence fragments
393:of each variety.
372:language varieties
316:Linguistics portal
212:Language varieties
207:Discourse analysis
192:Macaronic language
101:
78:
7430:
7429:
7392:Language Learning
6982:Input enhancement
6899:Competition model
6797:Language transfer
6730:Heritage language
6544:. Boydell Press.
5907:Sonja L. Lanehart
5875:(10): 2463–2475.
5198:978-9-02722-541-2
4708:978-0-521-79535-7
4331:978-2-88945-012-1
4248:978-1-881526-14-8
4066:978-0-07-352393-4
3999:978-1-934831-24-3
3954:978-1-60732-619-9
3410:978-0-521-51698-3
3283:978-1-85359-167-9
3030:978-0-19-025637-1
2995:Council of Europe
2821:
2820:
2780:but you could ask
2711:
2710:
2692:.i. dil lem Conna
2640:
2639:
2569:
2568:
2446:
2445:
2385:
2384:
2309:
2308:
2279:
2278:
2256:(Cantonese is in
2160:critical thinking
1838:
1837:
1831:a lot of nonsense
1829:Ulikuwa ukiongea
1818:
1817:
1794:
1793:
1702:
1701:
1677:
1676:
1637:
1636:
1617:
1616:
1542:According to the
1520:Embedded Language
1509:
1508:
1501:
1364:
1363:
1199:
1198:
1191:
1161:layout guidelines
1130:COVID-19 pandemic
908:portmanteau words
799:What happened?").
688:
687:
680:
600:language transfer
588:language transfer
584:language transfer
577:language transfer
467:or insincerity.
352:
351:
136:Language planning
131:Language ideology
89:
58:
16:(Redirected from
7465:
7458:Language contact
7453:Sociolinguistics
7397:Language Testing
6969:In the classroom
6924:Input hypothesis
6744:Learner language
6735:Multi-competence
6647:
6640:
6633:
6624:
6623:
6617:
6616:
6614:
6613:
6589:
6583:
6582:
6562:
6556:
6555:
6535:
6529:
6528:
6518:
6494:
6488:
6487:
6485:
6484:
6467:
6461:
6460:
6440:
6434:
6433:
6413:
6404:
6403:
6385:
6379:
6378:
6376:
6375:
6361:
6355:
6354:
6352:
6350:
6337:
6326:
6311:
6310:
6302:
6293:
6292:
6266:
6257:
6246:
6245:
6219:
6213:
6212:
6180:
6167:
6166:
6164:
6154:
6130:
6119:
6118:
6111:
6105:
6104:
6102:
6070:
6064:
6063:
6055:
6049:
6048:
6046:
6044:
6038:
6005:
5996:
5990:
5975:
5969:
5954:
5948:
5933:
5927:
5920:
5914:
5899:
5893:
5892:
5866:
5857:
5851:
5850:
5848:
5838:
5814:
5801:
5800:
5798:
5774:
5768:
5761:
5744:
5743:
5725:
5716:
5710:
5709:
5701:
5692:
5691:
5683:
5677:
5674:
5668:
5645:
5639:
5629:
5623:
5622:
5590:
5584:
5583:
5535:
5529:
5528:
5500:
5491:
5490:
5480:
5460:
5454:
5453:
5435:
5415:
5409:
5408:
5386:
5380:
5379:
5351:
5345:
5344:
5337:Woolard, Kathryn
5333:
5327:
5326:
5318:
5309:
5308:
5306:
5305:
5277:
5271:
5270:
5268:
5244:
5238:
5237:
5209:
5203:
5202:
5184:
5178:
5177:
5149:
5143:
5142:
5116:
5110:
5109:
5080:
5071:
5068:
5059:
5047:
5041:
5037:
5035:
5027:
5000:
4994:
4993:
4953:
4947:
4946:
4929:(7): 1333–1341.
4914:
4908:
4907:
4893:
4887:
4886:
4854:
4848:
4847:
4839:
4833:
4832:
4830:
4828:
4813:
4807:
4806:
4786:
4780:
4779:
4743:
4737:
4736:
4724:
4713:
4712:
4692:
4683:
4682:
4642:
4631:
4630:
4620:
4603:(9): 2353–2363.
4588:
4575:
4574:
4546:
4531:
4517:
4496:
4489:
4476:
4475:
4443:
4434:
4433:
4405:
4392:
4391:
4351:
4336:
4335:
4315:
4301:
4283:
4259:
4253:
4252:
4230:
4221:
4218:
4193:
4175:
4169:
4151:
4145:
4144:
4124:
4113:
4112:
4104:
4093:
4092:
4086:
4078:
4052:
4039:
4038:
4010:
4004:
4003:
3991:
3973:
3967:
3966:
3939:
3930:
3929:
3927:
3926:
3906:
3895:
3894:
3892:
3891:
3877:
3871:
3870:
3858:
3852:
3851:
3848:10.1002/tesj.163
3827:
3821:
3820:
3788:
3779:
3778:
3748:
3739:
3738:
3736:
3735:
3729:
3692:
3683:
3670:
3669:
3661:
3655:
3654:
3632:
3626:
3625:
3605:
3594:
3593:
3591:
3580:
3571:
3562:
3561:
3551:
3523:
3514:
3513:
3511:
3510:
3482:
3473:
3472:
3432:
3423:
3422:
3396:
3390:
3389:
3369:
3363:
3362:
3354:
3343:
3342:
3314:
3308:
3307:
3301:
3297:
3295:
3287:
3261:
3255:
3254:
3252:
3250:
3234:
3228:
3227:
3219:
3213:
3210:
3181:
3160:
3132:
3121:
3120:
3112:
3101:
3095:
3089:
3079:
3073:
3072:
3070:
3069:
3054:
3043:
3042:
3014:
3005:
3004:
3002:
3001:
2987:
2956:
2928:Raciolinguistics
2895:
2874:
2840:
2835:
2834:
2770:; Spanish is in
2762:
2761:
2672:
2671:
2650:were written in
2611:
2610:
2598:Hopi Reservation
2534:
2533:
2483:French and Tamil
2398:
2397:
2365:; Tagalog is in
2357:
2356:
2284:
2283:
2260:; English is in
2252:
2251:
2211:I'm sorry, what?
2158:and advances in
2136:pre-kindergarten
1993:brain plasticity
1825:
1824:
1805:English language
1801:
1800:
1781:
1780:
1684:
1683:
1664:
1663:
1624:
1623:
1593:
1592:
1504:
1497:
1493:
1490:
1484:
1464:
1463:
1456:
1418:the blanca house
1409:the blanca house
1359:
1356:
1350:
1324:
1323:
1316:
1240:Markedness model
1234:Markedness model
1194:
1187:
1183:
1180:
1174:
1152:
1151:
1144:
991:reference room.
753:To get something
683:
676:
672:
669:
663:
640:
632:
521:language contact
344:
337:
330:
314:
304:
303:
254:
253:
107:Sociolinguistics
103:
102:
90:
75:
59:
21:
7473:
7472:
7468:
7467:
7466:
7464:
7463:
7462:
7433:
7432:
7431:
7426:
7417:TESOL Quarterly
7370:
7349:
7328:
7017:
6986:
6963:
6885:
6854:
6811:
6785:
6771:Error treatment
6739:
6725:Multilingualism
6713:
6677:
6656:
6651:
6621:
6620:
6611:
6609:
6590:
6586:
6579:
6563:
6559:
6552:
6536:
6532:
6501:. 24–25: 1–58.
6495:
6491:
6482:
6480:
6469:
6468:
6464:
6441:
6437:
6414:
6407:
6400:
6386:
6382:
6373:
6371:
6363:
6362:
6358:
6348:
6346:
6335:
6327:
6314:
6303:
6296:
6264:
6258:
6249:
6242:
6220:
6216:
6181:
6170:
6131:
6122:
6113:
6112:
6108:
6071:
6067:
6056:
6052:
6042:
6040:
6036:
6003:
5997:
5993:
5976:
5972:
5955:
5951:
5934:
5930:
5921:
5917:
5900:
5896:
5864:
5858:
5854:
5815:
5804:
5775:
5771:
5762:
5747:
5723:
5717:
5713:
5702:
5695:
5684:
5680:
5675:
5671:
5646:
5642:
5630:
5626:
5591:
5587:
5536:
5532:
5501:
5494:
5478:10.1.1.667.3175
5461:
5457:
5433:10.1.1.584.9938
5416:
5412:
5405:
5387:
5383:
5352:
5348:
5334:
5330:
5319:
5312:
5303:
5301:
5294:
5278:
5274:
5245:
5241:
5210:
5206:
5199:
5185:
5181:
5150:
5146:
5131:
5117:
5113:
5098:
5081:
5074:
5039:
5038:
5029:
5028:
5001:
4997:
4954:
4950:
4915:
4911:
4894:
4890:
4855:
4851:
4840:
4836:
4826:
4824:
4814:
4810:
4787:
4783:
4744:
4740:
4725:
4716:
4709:
4693:
4686:
4643:
4634:
4589:
4578:
4547:
4534:
4518:
4499:
4490:
4479:
4444:
4437:
4422:10.2307/3588045
4410:TESOL Quarterly
4406:
4395:
4352:
4339:
4332:
4260:
4256:
4249:
4231:
4224:
4219:
4196:
4186:Wayback Machine
4176:
4172:
4162:Wayback Machine
4152:
4148:
4129:World Englishes
4125:
4116:
4105:
4096:
4080:
4079:
4067:
4053:
4042:
4011:
4007:
4000:
3974:
3970:
3955:
3941:
3940:
3933:
3924:
3922:
3907:
3898:
3889:
3887:
3879:
3878:
3874:
3859:
3855:
3828:
3824:
3789:
3782:
3775:
3749:
3742:
3733:
3731:
3727:
3713:
3690:
3684:
3673:
3662:
3658:
3651:
3633:
3629:
3610:World Englishes
3606:
3597:
3589:
3578:
3572:
3565:
3534:(269): 99–136.
3524:
3517:
3508:
3506:
3499:
3483:
3476:
3433:
3426:
3411:
3397:
3393:
3370:
3366:
3355:
3346:
3315:
3311:
3299:
3298:
3289:
3288:
3284:
3262:
3258:
3248:
3246:
3235:
3231:
3220:
3216:
3133:
3124:
3113:
3104:
3096:
3092:
3080:
3076:
3067:
3065:
3055:
3046:
3031:
3015:
3008:
2999:
2997:
2989:
2988:
2975:
2970:
2965:
2960:Translanguaging
2954:
2893:
2872:
2869:Gloria Anzaldua
2836:
2829:
2826:
2817:
2815:Thank you, Ana.
2766:(English is in
2752:
2707:
2645:
2643:Latin and Irish
2636:
2574:
2565:
2551:
2485:
2442:
2381:
2361:(English is in
2324:
2318:
2305:
2288:(English is in
2275:
2239:
2213:
2205:
2193:
2115:higher-prestige
2103:
2095:
2083:
2067:
2046:
2040:not regularly.
2027:, or bilateral
2009:
1997:corpus callosum
1981:
1972:English grammar
1951:
1942:
1937:
1891:, developed by
1881:
1854:
1834:
1821:Swahili/English
1814:
1790:
1698:
1680:Swahili/English
1673:
1660:Swahili/English
1633:
1620:Swahili/English
1613:
1575:
1516:Matrix Language
1505:
1494:
1488:
1485:
1477:help improve it
1474:
1465:
1461:
1454:
1440:"). The phrase
1399:" ("I like you
1380:
1360:
1354:
1351:
1340:
1329:This article's
1325:
1321:
1314:
1298:
1292:
1276:
1263:
1242:
1236:
1204:
1202:Social theories
1195:
1184:
1178:
1175:
1169:Please help by
1168:
1153:
1149:
1142:
1126:
1094:
1081:
1072:
1039:
1030:
924:
843:, you know." ("
774:
705:Quoting someone
684:
673:
667:
664:
653:
641:
630:
613:
573:
517:
430:
379:plurilingualism
348:
141:Multilingualism
126:Language change
97:Lebanese Arabic
80:
48:
46:
39:Plurilingualism
35:
28:
23:
22:
15:
12:
11:
5:
7471:
7461:
7460:
7455:
7450:
7445:
7443:Code-switching
7428:
7427:
7425:
7424:
7419:
7414:
7409:
7404:
7399:
7394:
7389:
7384:
7378:
7376:
7372:
7371:
7369:
7368:
7363:
7357:
7355:
7351:
7350:
7348:
7347:
7342:
7336:
7334:
7330:
7329:
7327:
7326:
7321:
7316:
7311:
7306:
7301:
7296:
7291:
7286:
7281:
7276:
7271:
7269:Silva-Corvalan
7266:
7261:
7256:
7251:
7246:
7241:
7236:
7231:
7226:
7221:
7216:
7211:
7206:
7201:
7196:
7191:
7186:
7181:
7176:
7171:
7169:Larsen-Freeman
7166:
7161:
7156:
7151:
7146:
7141:
7136:
7131:
7126:
7121:
7116:
7111:
7106:
7101:
7096:
7091:
7086:
7081:
7076:
7071:
7066:
7061:
7056:
7051:
7046:
7041:
7036:
7031:
7025:
7023:
7019:
7018:
7016:
7015:
7010:
7005:
7000:
6994:
6992:
6991:Aptitude tests
6988:
6987:
6985:
6984:
6979:
6973:
6971:
6965:
6964:
6962:
6961:
6956:
6951:
6946:
6941:
6936:
6931:
6926:
6921:
6916:
6911:
6906:
6901:
6895:
6893:
6891:SLA hypotheses
6887:
6886:
6884:
6883:
6878:
6876:Code-switching
6873:
6868:
6862:
6860:
6856:
6855:
6853:
6852:
6847:
6842:
6837:
6832:
6827:
6821:
6819:
6813:
6812:
6810:
6809:
6804:
6799:
6793:
6791:
6787:
6786:
6784:
6783:
6778:
6773:
6768:
6766:Error analysis
6763:
6758:
6753:
6747:
6745:
6741:
6740:
6738:
6737:
6732:
6727:
6721:
6719:
6715:
6714:
6712:
6711:
6706:
6701:
6696:
6691:
6685:
6683:
6679:
6678:
6676:
6675:
6670:
6664:
6662:
6658:
6657:
6650:
6649:
6642:
6635:
6627:
6619:
6618:
6584:
6577:
6557:
6550:
6530:
6489:
6462:
6435:
6424:(4): 774–789.
6405:
6398:
6380:
6356:
6344:2027.42/139623
6312:
6294:
6275:(2): 226–233.
6247:
6240:
6214:
6168:
6120:
6106:
6085:(3): 193–208.
6065:
6050:
6016:(4): 948–988.
5991:
5970:
5949:
5928:
5915:
5894:
5852:
5802:
5769:
5745:
5711:
5693:
5678:
5669:
5640:
5624:
5605:(3): 520–536.
5585:
5550:(2): 124–149.
5530:
5492:
5455:
5410:
5403:
5381:
5346:
5328:
5310:
5292:
5272:
5259:(4): 651–669.
5239:
5204:
5197:
5179:
5144:
5130:978-0415216098
5129:
5111:
5097:978-0415216098
5096:
5072:
5070:
5069:
5060:
5048:
5040:|journal=
4995:
4968:(4): 791–797.
4948:
4909:
4888:
4869:(1/2): 49–76.
4849:
4834:
4808:
4797:(3): 401–417.
4781:
4754:(2): 230–259.
4738:
4714:
4707:
4684:
4632:
4576:
4532:
4497:
4477:
4458:(4): 465–479.
4435:
4416:(2): 217–235.
4393:
4366:(3): 203–231.
4337:
4330:
4254:
4247:
4222:
4194:
4170:
4146:
4135:(3): 333–346.
4114:
4094:
4065:
4040:
4005:
3998:
3968:
3953:
3931:
3896:
3872:
3853:
3842:(3): 551–554.
3822:
3803:(1/2): 49–76.
3780:
3773:
3740:
3711:
3671:
3656:
3649:
3627:
3595:
3563:
3515:
3497:
3474:
3447:(3): 395–398.
3424:
3409:
3391:
3364:
3344:
3325:(3): 336–353.
3309:
3300:|journal=
3282:
3256:
3229:
3214:
3212:
3211:
3182:
3172:(4): 291–302.
3122:
3102:
3090:
3074:
3044:
3029:
3006:
2972:
2971:
2969:
2966:
2964:
2963:
2957:
2951:Style shifting
2948:
2942:
2936:
2930:
2925:
2922:Mixed language
2919:
2914:
2908:
2902:
2896:
2887:
2881:
2875:
2866:
2860:
2854:
2849:
2843:
2842:
2841:
2825:
2822:
2819:
2818:
2765:
2751:
2748:
2709:
2708:
2680:; Latin is in
2675:
2644:
2641:
2638:
2637:
2623:.) Speaker A:
2614:
2578:Paul Kroskrity
2573:
2570:
2567:
2566:
2552:
2546:.) Selvamani:
2542:; Tamil is in
2538:(French is in
2537:
2484:
2481:
2444:
2443:
2416:of the culture
2401:
2383:
2382:
2360:
2320:Main article:
2317:
2314:
2307:
2306:
2287:
2277:
2276:
2255:
2238:
2235:
2207:Court reporter
2195:Rachel Jeantel
2172:Trayvon Martin
2164:Rachel Jeantel
2102:
2099:
2094:
2091:
2082:
2079:
2066:
2065:Brain response
2063:
2045:
2042:
2025:front cortices
2008:
2005:
1980:
1977:
1968:Writer's block
1950:
1947:
1941:
1938:
1936:
1933:
1912:complementizer
1895:, posits that
1880:
1877:
1859:has posited a
1853:
1850:
1836:
1835:
1828:
1823:
1822:
1816:
1815:
1804:
1799:
1798:
1797:Arabic/English
1792:
1791:
1784:
1779:
1778:
1774:
1773:
1763:
1757:
1746:
1740:
1737:
1722:
1721:
1717:
1700:
1699:
1687:
1682:
1681:
1675:
1674:
1667:
1662:
1661:
1635:
1634:
1627:
1622:
1621:
1615:
1614:
1596:
1591:
1590:
1574:
1571:
1570:
1569:
1562:
1555:
1507:
1506:
1468:
1466:
1459:
1453:
1450:
1414:The casa white
1405:the casa white
1379:
1376:
1362:
1361:
1328:
1326:
1319:
1313:
1310:
1302:Joshua Fishman
1294:Main article:
1291:
1288:
1275:
1272:
1262:
1259:
1238:Main article:
1235:
1232:
1203:
1200:
1197:
1196:
1156:
1154:
1147:
1141:
1138:
1134:Hurricane Irma
1125:
1122:
1093:
1090:
1080:
1077:
1071:
1068:
1038:
1035:
1029:
1026:
923:
920:
900:
891:
890:
852:
848:
830:
826:
819:The latest fad
804:
800:
790:
782:
773:
770:
769:
768:
766:
762:
760:
756:
754:
750:
748:
744:
742:
738:
736:
732:
730:
726:
724:
723:Group identity
720:
718:
714:
712:
708:
706:
702:
696:
686:
685:
644:
642:
635:
629:
626:
612:
609:
572:
569:
565:code-switching
553:code-switching
516:
513:
508:
507:
503:
499:
472:code-switching
465:inauthenticity
434:Roman Jakobson
429:
426:
360:code-switching
350:
349:
347:
346:
339:
332:
324:
321:
320:
319:
318:
308:
295:
294:
293:
292:
287:
282:
277:
272:
264:
263:
262:Related fields
259:
258:
256:Sociolinguists
247:
246:
242:
241:
240:
239:
234:
229:
224:
219:
214:
209:
204:
199:
194:
189:
184:
179:
174:
169:
161:
160:
159:Areas of study
156:
155:
154:
153:
148:
143:
138:
133:
128:
123:
121:Code-switching
115:
114:
110:
109:
62:Sarah Geronimo
26:
18:Code switching
9:
6:
4:
3:
2:
7470:
7459:
7456:
7454:
7451:
7449:
7446:
7444:
7441:
7440:
7438:
7423:
7420:
7418:
7415:
7413:
7412:TESOL Journal
7410:
7408:
7405:
7403:
7400:
7398:
7395:
7393:
7390:
7388:
7385:
7383:
7380:
7379:
7377:
7373:
7367:
7364:
7362:
7359:
7358:
7356:
7352:
7346:
7343:
7341:
7338:
7337:
7335:
7331:
7325:
7322:
7320:
7317:
7315:
7312:
7310:
7307:
7305:
7302:
7300:
7297:
7295:
7292:
7290:
7287:
7285:
7282:
7280:
7277:
7275:
7272:
7270:
7267:
7265:
7262:
7260:
7257:
7255:
7252:
7250:
7247:
7245:
7242:
7240:
7237:
7235:
7232:
7230:
7227:
7225:
7224:Myers-Scotton
7222:
7220:
7217:
7215:
7212:
7210:
7207:
7205:
7202:
7200:
7197:
7195:
7192:
7190:
7187:
7185:
7182:
7180:
7177:
7175:
7172:
7170:
7167:
7165:
7162:
7160:
7157:
7155:
7152:
7150:
7147:
7145:
7142:
7140:
7137:
7135:
7132:
7130:
7127:
7125:
7122:
7120:
7117:
7115:
7112:
7110:
7107:
7105:
7102:
7100:
7097:
7095:
7092:
7090:
7087:
7085:
7082:
7080:
7077:
7075:
7072:
7070:
7067:
7065:
7062:
7060:
7057:
7055:
7052:
7050:
7047:
7045:
7042:
7040:
7037:
7035:
7032:
7030:
7027:
7026:
7024:
7020:
7014:
7011:
7009:
7006:
7004:
7001:
6999:
6996:
6995:
6993:
6989:
6983:
6980:
6978:
6977:Focus on form
6975:
6974:
6972:
6970:
6966:
6960:
6957:
6955:
6952:
6950:
6947:
6945:
6942:
6940:
6937:
6935:
6932:
6930:
6927:
6925:
6922:
6920:
6917:
6915:
6912:
6910:
6909:Connectionism
6907:
6905:
6902:
6900:
6897:
6896:
6894:
6892:
6888:
6882:
6879:
6877:
6874:
6872:
6869:
6867:
6864:
6863:
6861:
6857:
6851:
6848:
6846:
6843:
6841:
6838:
6836:
6833:
6831:
6828:
6826:
6823:
6822:
6820:
6818:
6814:
6808:
6805:
6803:
6800:
6798:
6795:
6794:
6792:
6788:
6782:
6781:Silent period
6779:
6777:
6776:Interlanguage
6774:
6772:
6769:
6767:
6764:
6762:
6759:
6757:
6754:
6752:
6749:
6748:
6746:
6742:
6736:
6733:
6731:
6728:
6726:
6723:
6722:
6720:
6716:
6710:
6707:
6705:
6702:
6700:
6697:
6695:
6692:
6690:
6687:
6686:
6684:
6680:
6674:
6671:
6669:
6666:
6665:
6663:
6659:
6655:
6648:
6643:
6641:
6636:
6634:
6629:
6628:
6625:
6607:
6603:
6602:10.58079/rh25
6599:
6595:
6588:
6580:
6578:9781501504945
6574:
6570:
6569:
6561:
6553:
6551:9781843838555
6547:
6543:
6542:
6534:
6526:
6522:
6517:
6512:
6508:
6504:
6500:
6493:
6478:
6474:
6473:
6466:
6458:
6454:
6450:
6446:
6439:
6431:
6427:
6423:
6419:
6412:
6410:
6401:
6399:9789027296078
6395:
6391:
6384:
6370:
6366:
6360:
6345:
6341:
6334:
6333:
6325:
6323:
6321:
6319:
6317:
6308:
6301:
6299:
6290:
6286:
6282:
6278:
6274:
6270:
6263:
6256:
6254:
6252:
6243:
6241:9780511620744
6237:
6233:
6229:
6225:
6218:
6210:
6206:
6202:
6198:
6195:(1): 73–105.
6194:
6190:
6186:
6179:
6177:
6175:
6173:
6163:
6158:
6153:
6148:
6144:
6140:
6136:
6129:
6127:
6125:
6116:
6110:
6101:
6096:
6092:
6088:
6084:
6080:
6076:
6069:
6061:
6054:
6035:
6031:
6027:
6023:
6019:
6015:
6011:
6010:
6002:
5995:
5988:
5984:
5981:91. 181–201.
5980:
5974:
5967:
5963:
5960:38(1). 5–26.
5959:
5953:
5946:
5942:
5938:
5932:
5925:
5919:
5912:
5908:
5904:
5903:Lisa J. Green
5898:
5890:
5886:
5882:
5878:
5874:
5870:
5863:
5856:
5847:
5842:
5837:
5832:
5828:
5824:
5820:
5813:
5811:
5809:
5807:
5797:
5792:
5788:
5784:
5780:
5773:
5766:
5760:
5758:
5756:
5754:
5752:
5750:
5741:
5737:
5733:
5732:Karttunen, L.
5729:
5722:
5715:
5707:
5700:
5698:
5689:
5682:
5673:
5666:
5662:
5658:
5654:
5650:
5644:
5638:
5637:9780198237129
5634:
5628:
5620:
5616:
5612:
5608:
5604:
5600:
5596:
5589:
5581:
5577:
5573:
5569:
5565:
5561:
5557:
5553:
5549:
5545:
5541:
5534:
5526:
5522:
5518:
5514:
5511:(2): 221–37.
5510:
5506:
5499:
5497:
5488:
5484:
5479:
5474:
5471:(1–4): 3–45.
5470:
5466:
5459:
5451:
5447:
5443:
5439:
5434:
5429:
5425:
5421:
5414:
5406:
5404:9780415213356
5400:
5396:
5392:
5385:
5377:
5373:
5369:
5365:
5361:
5357:
5350:
5342:
5338:
5332:
5324:
5317:
5315:
5299:
5295:
5293:9780198239239
5289:
5285:
5284:
5276:
5267:
5262:
5258:
5254:
5250:
5243:
5235:
5231:
5227:
5223:
5219:
5215:
5208:
5200:
5194:
5190:
5183:
5175:
5171:
5167:
5163:
5160:(4): 421–51.
5159:
5155:
5148:
5140:
5136:
5132:
5126:
5122:
5115:
5107:
5103:
5099:
5093:
5089:
5085:
5079:
5077:
5066:
5061:
5057:
5053:
5049:
5045:
5033:
5025:
5021:
5017:
5013:
5009:
5008:Codeswitching
5004:
5003:
4999:
4991:
4987:
4983:
4979:
4975:
4971:
4967:
4963:
4959:
4952:
4944:
4940:
4936:
4932:
4928:
4924:
4920:
4913:
4905:
4901:
4900:
4892:
4884:
4880:
4876:
4872:
4868:
4864:
4860:
4853:
4845:
4838:
4822:
4819:
4812:
4804:
4800:
4796:
4792:
4785:
4777:
4773:
4769:
4765:
4761:
4757:
4753:
4749:
4742:
4734:
4730:
4723:
4721:
4719:
4710:
4704:
4700:
4699:
4691:
4689:
4680:
4676:
4672:
4668:
4664:
4660:
4656:
4652:
4648:
4641:
4639:
4637:
4628:
4624:
4619:
4614:
4610:
4606:
4602:
4598:
4594:
4587:
4585:
4583:
4581:
4572:
4568:
4564:
4560:
4556:
4552:
4545:
4543:
4541:
4539:
4537:
4530:
4526:
4522:
4516:
4514:
4512:
4510:
4508:
4506:
4504:
4502:
4494:
4488:
4486:
4484:
4482:
4473:
4469:
4465:
4461:
4457:
4453:
4449:
4442:
4440:
4431:
4427:
4423:
4419:
4415:
4411:
4404:
4402:
4400:
4398:
4389:
4385:
4381:
4377:
4373:
4369:
4365:
4361:
4357:
4350:
4348:
4346:
4344:
4342:
4333:
4327:
4323:
4322:
4314:
4309:
4305:
4300:
4295:
4291:
4287:
4282:
4277:
4273:
4269:
4265:
4258:
4250:
4244:
4240:
4236:
4229:
4227:
4217:
4215:
4213:
4211:
4209:
4207:
4205:
4203:
4201:
4199:
4191:
4187:
4183:
4180:
4174:
4167:
4163:
4159:
4156:
4150:
4142:
4138:
4134:
4130:
4123:
4121:
4119:
4110:
4103:
4101:
4099:
4090:
4084:
4076:
4072:
4068:
4062:
4058:
4051:
4049:
4047:
4045:
4036:
4032:
4028:
4024:
4020:
4016:
4009:
4001:
3995:
3990:
3985:
3981:
3980:
3972:
3964:
3960:
3956:
3950:
3946:
3945:
3938:
3936:
3920:
3916:
3912:
3905:
3903:
3901:
3886:
3882:
3876:
3868:
3864:
3857:
3849:
3845:
3841:
3837:
3836:TESOL Journal
3833:
3826:
3818:
3814:
3810:
3806:
3802:
3798:
3794:
3787:
3785:
3776:
3774:9780080970875
3770:
3766:
3762:
3758:
3754:
3747:
3745:
3726:
3722:
3718:
3714:
3712:9780511576331
3708:
3704:
3700:
3696:
3689:
3682:
3680:
3678:
3676:
3667:
3660:
3652:
3650:9780415213356
3646:
3643:. Routledge.
3642:
3638:
3631:
3623:
3619:
3616:(3): 277–92.
3615:
3611:
3604:
3602:
3600:
3588:
3584:
3577:
3570:
3568:
3559:
3555:
3550:
3545:
3541:
3537:
3533:
3529:
3522:
3520:
3504:
3500:
3498:9780521288965
3494:
3490:
3489:
3481:
3479:
3470:
3466:
3462:
3458:
3454:
3450:
3446:
3442:
3438:
3431:
3429:
3420:
3416:
3412:
3406:
3402:
3395:
3387:
3383:
3379:
3375:
3368:
3360:
3353:
3351:
3349:
3340:
3336:
3332:
3328:
3324:
3320:
3313:
3305:
3293:
3285:
3279:
3275:
3271:
3267:
3266:Codeswitching
3260:
3244:
3240:
3233:
3225:
3218:
3208:
3204:
3200:
3196:
3193:(3): 251–63.
3192:
3188:
3183:
3179:
3175:
3171:
3167:
3162:
3161:
3158:
3154:
3150:
3146:
3143:(3): 264–67.
3142:
3138:
3131:
3129:
3127:
3118:
3111:
3109:
3107:
3100:
3094:
3088:
3084:
3078:
3064:
3060:
3053:
3051:
3049:
3040:
3036:
3032:
3026:
3022:
3021:
3013:
3011:
2996:
2992:
2986:
2984:
2982:
2980:
2978:
2973:
2961:
2958:
2952:
2949:
2946:
2943:
2940:
2937:
2934:
2931:
2929:
2926:
2923:
2920:
2918:
2915:
2912:
2909:
2906:
2903:
2900:
2897:
2891:
2888:
2885:
2884:Heteroglossia
2882:
2879:
2876:
2870:
2867:
2864:
2861:
2858:
2855:
2853:
2850:
2848:
2845:
2844:
2839:
2833:
2828:
2816:
2812:
2808:
2805:
2801:
2797:
2793:
2790:
2787:
2784:
2781:
2777:
2774:.) Lolita:
2773:
2769:
2764:
2763:
2760:
2757:
2747:
2745:
2741:
2737:
2733:
2729:
2725:
2721:
2717:
2705:
2701:
2697:
2693:
2690:
2687:
2683:
2679:
2676:(Irish is in
2674:
2673:
2670:
2668:
2663:
2661:
2657:
2653:
2649:
2634:
2630:
2626:
2622:
2619:; Hopi is in
2618:
2613:
2612:
2609:
2607:
2603:
2599:
2595:
2591:
2587:
2583:
2579:
2572:Hopi and Tewa
2563:
2559:
2555:
2549:
2545:
2541:
2536:
2535:
2532:
2530:
2526:
2522:
2518:
2514:
2510:
2506:
2502:
2498:
2494:
2490:
2480:
2476:
2474:
2470:
2466:
2462:
2458:
2455:
2452:
2441:
2437:
2434:
2431:
2427:
2424:
2421:
2417:
2414:
2411:
2408:
2404:
2400:
2399:
2396:
2394:
2391:
2379:
2376:
2372:
2369:.) Mother:
2368:
2364:
2359:
2358:
2355:
2351:
2347:
2345:
2341:
2340:lingua franca
2337:
2333:
2329:
2323:
2313:
2303:
2299:
2295:
2291:
2286:
2285:
2282:
2273:
2270:
2267:
2263:
2259:
2254:
2253:
2250:
2248:
2243:
2234:
2229:
2228:
2226:
2222:
2216:
2212:
2208:
2204:
2202:
2196:
2192:
2188:
2183:
2181:
2177:
2173:
2169:
2165:
2161:
2157:
2153:
2149:
2148:zero articles
2145:
2141:
2137:
2133:
2129:
2125:
2120:
2116:
2112:
2108:
2098:
2090:
2087:
2078:
2074:
2072:
2062:
2057:
2053:
2050:
2041:
2038:
2034:
2030:
2026:
2022:
2018:
2014:
2004:
2002:
1998:
1994:
1990:
1985:
1976:
1973:
1969:
1964:
1962:
1957:
1946:
1932:
1930:
1929:
1923:
1921:
1917:
1913:
1909:
1906:
1902:
1898:
1894:
1893:Aravind Joshi
1890:
1885:
1879:Controversies
1876:
1872:
1868:
1866:
1862:
1858:
1849:
1847:
1843:
1832:
1827:
1826:
1820:
1819:
1812:
1808:
1803:
1802:
1796:
1795:
1787:
1783:
1782:
1776:
1775:
1771:
1767:
1764:
1761:
1758:
1755:
1751:
1747:
1744:
1741:
1738:
1735:
1731:
1730:
1729:
1727:
1718:
1715:
1714:
1713:
1711:
1706:
1696:
1691:
1686:
1685:
1679:
1678:
1671:
1666:
1665:
1659:
1658:
1657:
1654:
1649:
1647:
1642:
1631:
1626:
1625:
1619:
1618:
1611:
1607:
1603:
1599:
1595:
1594:
1588:
1584:
1580:
1577:
1576:
1567:
1563:
1560:
1556:
1552:
1551:
1550:
1547:
1545:
1540:
1538:
1533:
1529:
1523:
1521:
1517:
1513:
1503:
1500:
1492:
1489:November 2013
1482:
1478:
1472:
1469:This section
1467:
1458:
1457:
1449:
1447:
1443:
1442:ek larakii ko
1439:
1435:
1434:ek larakii ko
1431:
1427:
1421:
1419:
1415:
1410:
1406:
1402:
1398:
1393:
1388:
1384:
1383:Shana Poplack
1375:
1373:
1369:
1368:morphological
1358:
1348:
1344:
1338:
1337:
1332:
1327:
1318:
1317:
1309:
1307:
1303:
1297:
1287:
1285:
1281:
1271:
1268:
1258:
1255:
1251:
1247:
1241:
1231:
1229:
1225:
1221:
1217:
1213:
1209:
1193:
1190:
1182:
1172:
1167:
1163:
1162:
1157:This section
1155:
1146:
1145:
1137:
1135:
1131:
1121:
1118:
1114:
1110:
1106:
1102:
1098:
1089:
1085:
1076:
1067:
1063:
1059:
1055:
1051:
1047:
1043:
1034:
1025:
1023:
1019:
1014:
1013:
1011:
1006:
1005:
998:
996:
992:
990:
989:
983:
982:
978:
974:
972:
967:
966:
965:
959:
957:
952:
950:
949:
943:
942:
938:
935:
931:
928:
919:
915:
913:
909:
905:
898:
895:
888:
884:
880:
876:
872:
868:
864:
861:boundary. In
860:
856:
850:
849:
847:, you know.")
846:
842:
838:
834:
829:Tag-switching
828:
827:
824:
820:
816:
812:
808:
802:
801:
798:
794:
788:
786:
780:
779:
778:
777:
764:
763:
758:
757:
752:
751:
746:
745:
740:
739:
734:
733:
728:
727:
722:
721:
717:Clarification
716:
715:
710:
709:
704:
703:
700:
699:Afrobarometer
694:
693:
692:
691:
682:
679:
671:
661:
657:
651:
650:
645:This section
643:
639:
634:
633:
625:
621:
617:
608:
604:
601:
595:
591:
589:
585:
580:
578:
568:
566:
562:
558:
554:
550:
546:
542:
538:
534:
530:
526:
522:
512:
504:
500:
497:
496:
495:
491:
489:
485:
481:
477:
473:
468:
466:
462:
458:
454:
450:
445:
443:
439:
435:
425:
421:
419:
415:
411:
407:
403:
399:
394:
392:
388:
384:
383:Multilinguals
380:
375:
373:
369:
365:
361:
357:
345:
340:
338:
333:
331:
326:
325:
323:
322:
317:
313:
309:
307:
299:
298:
297:
296:
291:
288:
286:
283:
281:
278:
276:
273:
271:
268:
267:
266:
265:
261:
260:
257:
249:
248:
244:
243:
238:
235:
233:
230:
228:
225:
223:
220:
218:
215:
213:
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1372:grammatical
561:code-mixing
557:code-mixing
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356:linguistics
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6859:Strategies
6835:Motivation
6612:2019-04-28
6516:10379/7074
6483:2019-04-28
6475:(Thesis).
6374:2024-03-20
6349:31 October
5736:Zwicky, A.
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3890:2023-03-13
3734:2019-07-22
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3509:2018-08-09
3068:2022-11-30
3000:2022-11-16
2968:References
2802:Zentella:
2602:culturally
2227:behind me.
2203:behind me.
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