1 / 34

Code Switching / Code Mixing

FLED 415- Language Transfer. Code Switching / Code Mixing. Çağla Nikbay B. Betül Tüzüner Esra Şen Aslıhan Emirmustafaoğlu Sümeyra Yörür Şeyda Baharoğlu. Muthusamy P., 2009 Communicative Functions and Reasons for Code - switching : A Malaysian Perspective

zedekiah-louis
Download Presentation

Code Switching / Code Mixing

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. FLED 415- Language Transfer CodeSwitching / CodeMixing Çağla Nikbay B. Betül Tüzüner Esra Şen Aslıhan Emirmustafaoğlu SümeyraYörür Şeyda Baharoğlu

  2. Muthusamy P., 2009 CommunicativeFunctionsandReasonsforCode-switching: A MalaysianPerspective • Eldrigde J., 1996 Code-Switchingin a TurkishSecondarySchool

  3. RelatedTopics: • Whatdoescode-switchingmean? • Thedifferencebetweencode-switcingandcode-mixing? • Thecommunicativefunctionsandreasons of code-switching • Thestudiesbased on code-switching • Is code-switchingaccepted as a purposefulorrandomphenomenon? • Is it possibletoutilizecode-switchingforpedagogicalaim?

  4. CommunicativeFunctionsandReasonsforCode-switching:A MalaysianPerspective Muthusamy P., 2009

  5. Code- switching is the concurrent use of more than one-language. • Multilinguals, who speak more than one language, sometimes use elements of multiple languages in conversing with each other.

  6. Code-switching/Code-mixing Code- switching and code-mixing are used interchangably; however, there is a difference: • Code-mixing refers to the change from one language to another within the same utterance in terms of lexical, grammatical and morphological aspect. e.g. Bugün add-drop dönemi başlıyor. Yarın online kayıt sistemi açılıyor. Senin sunum yapacağin part burası mı?

  7. Code-swithingreferstothechangefromonelanguagetoanother not in thesameutterance; but in thestretch of conversation. e.g. Researher Ana CeliaZentellagives an exampledialogueamongPuerto Rican Spanish-EnglishBilinguals: Lolita: Oh, I couldstaywith Ana? Marta: — but youcould ask papiandmamitoseeifyoucouldcomedown. Lolita: OK. Marta: Ana, if I leave her herewouldyousend her upstairswhenyouleave? ACZ: I’lltellyouexactlywhen I havetoleave, at ten o’clock. Y son lasnueve y cuarto. ("Andit’s nine fifteen.") Marta:Lolita, tevoy a dejarcon Ana. ("I’mgoingtoleaveyouwith Ana.") Thankyou, Ana.

  8. CommnicativeFunctions of Code-Switching • Lack of Facility • Lack of Register • Mood of the Speaker • To emphasize a point • Habitual Experience • Semantic significance • To show identity with a group • To address a different audience • Pragmatic reasons • To attract attention (Malik, 1994)

  9. 1. Lack of Facility: Bilinguals often code switch: • when they cannot find an appropriate expression or • when the language of conversation does not have the particular word needed to carry on the conversation smoothly.

  10. e.g. There is a lexical item “social drinker” in English that is unacceptable in a Malay situation and their language does not have a translation equivalence for this word. Hence, the phrase social drinker is directly borrowed and used as an instance of phrase level mixing as in the following example: !!!Saya difahamkan bahawa OKS jarang minum, hanya seorangsocialdrinker. [I understand that OKS seldom drinks, he is only a social drinker]

  11. 2. Lack of Register Bilinguals often code-switch: • When they are not equally competent in two languages and • when they do not know the terms in two languages. e.g. Especially from L2 to L3: Instead of “Zwölf” in German--- using twelve War-was habe- have

  12. 3. Mood of theSpeaker • When the speaker is in the right state of mind, he/she can find the appropriate word or expression in the base language; but, they may code-switch to the language which is available the speakers. • they are tired or angry, • they have a disturbed mind. e.g. L1:Turkish/L2: English speakers tend to switching to Turkish in such a condition: Yani, evet, of, işte, şey…

  13. Study: Code-switching in classroom As a teacher, in whatsituationsandforwhatreasons can wecode-switch in theclassroom??? Accordingtothestudyconducted in JaffnaSchool, followingfourfunctions of classroommanagementarecited in a Tamil-languagebasedstudentsallowingfortheswitchingtoEnglish at somepoints.

  14. 1. Openingtheclass • Tamil is usedtopreparetheclassforthelessonbygivingthenecessarydirections in regardtoarrangement of theroom, whileEnglish is usedforthelessonproper. e.g. T: piLLayaL, katirakaLaiVaTTamaaipooTunkoo, sattampooTaamal, ketiyaapooTunkoo. Turn to page forty for today’s lesson. [Children, arrange your chairs into a circle without making noise. Arrange quickly….]

  15. 2. RequestingHelp • Anykind of helpstudentsneedtoperform an activityareposed in Tamil, whereasthetasksthemselvesareinformed in English. e.g. • S: (reads)The red car belongs to // (to T)iteNNa, Miss, eppiTicolluratu, (spells) e-n-o-s-h-a? [What is this, Miss, how do I say this?] Whataboutthe role of thisfunction in theclassrooms in Turkey?

  16. 3. Managingdiscipline • StudentsswitchtoTamilwhenteywanttocomplaintotheteacheraboutany problem withtheirclassmates. e.g. S: Teacher, look at Selma. Beni rahatsız ediyor. ( thesecondsentence is more-complextoutter. Therefore, thestudentswitchthewholesentenceintoTurkish.)

  17. 4. Teachers’ encouragements & compliments • TheteacherswitchestoTamiltoencourage a responsefromstudents. Theswitchperforms an affectivefunction. e.g. • T: What is the past tense of “swim”? // come on. //ennapiLLayal, ituteriyaataa? Poona vakuppilaiconnaniinkal. • [……….What, children, you don’t know this? You told me that in the last class]

  18. Furthermore, thefunctions of codeswitchingforcontenttransmissionarefour: 5. Reviewing a lesson 6. Defining a word 7. Explaining a concept 8. Negotiatingculturalrelevance

  19. Result: • It is importanttonotethatstudentsweresilentwhentheteacherasked a question in English. On theotherhand, therewere a lot of responseswhen it wasposed in Tamil. Therefore, theteacherusesthisopportunitytointroducetheEnglishvocabularyrelatedtothelesson.

  20. Conclusion: • Thestudy has shownthathabitualexpressionwhich is relatedtopsychologicalaspect of thebehavior as themainreasonforcodeswitching. Furthermore, lack of registercompetence is anothercontributingfactor. • On theotherhandsociopoliticalsituations in Malaysiaexertspressure on theTamilspeakingcommunity in itsefforttomaintainitsownethnicandlinguisticidentity.

  21. Accordingtotheourownstudy: • Participants?? • Questionnaire?? • Video-record?? • Result??

  22. CODESWITCHING IN A TURKISH SECONDARY SCHOOL ELRIDGE J., 1996

  23. INTRODUCTION • John Elridge’s article is about the code-switching of young learners in a Turkish secondary school. • No evidence to support the notion that limiting the use of mother tongue improves learning efficiency. • In contrary, the article shows that code switching in the classroom has a pedagogical orientation and is highly purposeful. • The author gives this definition: Code-switching may be briefly defined as the alternation between two (or more) languages, which is not a random phenomenon but a purposeful activity.

  24. LANGUAGE ATTITUDES • In general there is a concern among teachers that if students apply to code-switching, there is a problem in learning thesecondlanguage. • 'If the students start speaking in their own languagewithout yourpermission . . . it generally means that something is wrongwith the lesson.‘Willis (1981). •  ‘Progress in the second language is facilitated if only one code is used in • the classroom.’ Cummins & Swain (1986). • HOWEVER, this is not the case!! There are pedagogical implications for code-switching, which is not a counter-productive phenomenon.

  25. THE STUDY Where  Deniz High School To whom  elementary & lower intermediate level learners aged 11-13 The aims of this study is to find answers to the following questions: 1. What is the relationship between the level of the student and his or her use of code-switching strategies? 2. What are the general purposes and specific functions of code-switching? 3. How do the code-switchers themselves view the phenomenon? 4. Are there certain types of speech event in which code-switching does not take place, and if so, with what consequences?

  26. ASPECTS OFCODE-SWITCHING • Code-switching and level: • Analysis of the study shows that it seems to be no relationship between level of achievement in the target language and the use of code-switching strategies. • Namely, high achieving students code-switched just as regularly as other students. • The greater the competence in thelanguage X the less the learner will switch to the native code. • General purposes of code-switching: • 77 % of all instances of code-switching  classroom tasks & learningobjectives • The rest comments directed by students to teacher (not taskorientation) • The avoidance strategy was extremely rare. That is to say , students didn’t switch to their mother tongue to talk about something else entirely.

  27. Specific functions of code-switching: The main problem in analysing code-switching in functional terms is that many switches may be either multi-functional, or open to different functional interpretations. BUT, we may say that students code-switchin the classroom from one or more of the following motivations: a. Equivalence: e.g: Teacher, cave it means in Turkish mağara?  the required item in the target code was simply unknown. (cave) b. Floor-holding: e.g: Where did Robert? ... ondansonra? . . . neydi? T: Was this done on your own? L: Tekbaşıma ... on my own. It is not the discussion of “knowing “ a language, it is actually accessing “learned” information. Code-switching a stopgap (temporary measure).

  28. c.Metalanguage • Although tasks are performed in the target language, the comments, evaluation and talk about the tasks are performed in the native language. e.g. T: What did you at the weekend? S: Ne yaptım… I went to the zoowithmyfriends.

  29. d.Reiteration • Themessage is clarifiedandreinforcedrepeating it in thenativelanguage as themessage is not understood. e.g. S1: Flowers… he?...flowers… T: Flowers. S2: Flowers… Çiçek.

  30. e. GroupMembership • Code-switching is a part of groupidentiy. e.g. Mybestfrend-im I likebeingcorrected, yanibecause I learnyani.

  31. f. ConflictControl • Ifthere is a potential of conflictwithadresee, thenusethesecondlanguage!!! e.g. liarinstead of “yalancı” no instead of “hayır”

  32. g. Alignment and disalignment • Thespeakershouldeitheralignhim/herselftotheconversationtakingplaceorseekwaystodisalign it. e.g. S1: What did you do yesterday? S2: Nedensiz ... Why are you ... S3: Bequite. S4: Please be quiet, friends.

  33. CodeSwitching in Oral Examinations • Thefactthatthecode-swithcing at thislevel is NOT a result of avoidance but a strategy of communication is alsoprovedby oral examinations. • No evidenceforgoodlearnerscodeswithless, badlearnerscodeswitchmore.

  34. An example: • T: Now I just want you to tell me what you're going to do in your summer holiday. • S: (3.0) er (5.0) In the summer I went to Karaburun (1.0) er (2.0) in Karaburun I er (4.0) swim in the sea (1.0) erm (4.0) erm (5.0) er I eat fish er (2.0) and er potato er chips. • T: And have you got a summer house in Karaburun? • S: No (4.0) er one day er • T: Hmm? • S: (4.0) er (2.0) and I er we went to Kusada§i, Ku§ada§i in Ku§ada§i • (3.0) er (1.0) in Ku§ada§i we (3.0) summer house (7.0).

More Related