Code-switching: Difference between revisions
imported>Olcay Sert (defining the term code-switching in my own words an example. I will edit the page with sufficient references whenever I find time, and change this into a comprehensive article, hopefully.) |
imported>Olcay Sert (further additions) |
||
| Line 17: | Line 17: | ||
'''Ahmet''' : No. But that is my notebook. | '''Ahmet''' : No. But that is my notebook. | ||
Considering the sentences given above, example 1 is an instance of code-mixing appearing in the form of intra-sentential switching. When example 2 is concerned, it is obvious that code switching accross sentence boundaries exists; as complete sentences uttered by the interlocutors follow each other including switches between English and Turkish. | Considering the sentences given above, example 1 is an instance of code-mixing appearing in the form of intra-sentential switching. When example 2 is concerned, it is obvious that code switching accross sentence boundaries exists; as complete sentences uttered by the interlocutors follow each other including switches between English and Turkish. It is only natural to suppose that in order to perform alternation between languages in speaking or writing, the participants should be competent in the languages being used. Throughout the history of bilingual research, many researchers studied code-switching phenomenon from different perspectives, at different levels, in a great array of domains and settings. | ||
Among these, language production in bilinguals (either early or late), language contact, immigrant groups, minorities, bi/multilingual communities, education and foreign language teaching are the leading initiators, which attracted researchers. It has been the case that psycholinguistic, sociolinguistic, neurolinguistic and pedagogy-driven perspectives have handled code-switching phenomenon with a variety of motives and research designs, each of which should be recognized in its own methodological framework. | |||
Revision as of 15:52, 20 April 2007
Code-switching may simply be defined as the use of at least two languages within the same discourse. Discourse, here, refers to any instance of language use for communicative purposes. So if a bilingual (or multilingual), in its broad sense, starts a sentence in English, and the response to his utterance from another speaker is in Turkish, this may be called code-switching, only if the ongoing communication process is mutually intelligable to both or all of the speakers. Code-switching may occur inter-sententially or intra-sententially. If the latter is considered, the phenomenon is called code-mixing. In other words, if the switch is within sentence or word boundaries, it is code-mixing. Contrary to this, if the switch is accross sentence boundaries, the phenomenon under discussion is code-switching. To illustrate, the examples below can be given:
(1)
Otto: I am really very müde (tired). (English-German code-mixing)
(2)
Jeff: Ahmet, Is this your kitap? (English-Turkish code-switching)
Ahmet: Hayır. But that is my defter.
Translation:
Jeff: Ahmet, Is this your book?
Ahmet : No. But that is my notebook.
Considering the sentences given above, example 1 is an instance of code-mixing appearing in the form of intra-sentential switching. When example 2 is concerned, it is obvious that code switching accross sentence boundaries exists; as complete sentences uttered by the interlocutors follow each other including switches between English and Turkish. It is only natural to suppose that in order to perform alternation between languages in speaking or writing, the participants should be competent in the languages being used. Throughout the history of bilingual research, many researchers studied code-switching phenomenon from different perspectives, at different levels, in a great array of domains and settings.
Among these, language production in bilinguals (either early or late), language contact, immigrant groups, minorities, bi/multilingual communities, education and foreign language teaching are the leading initiators, which attracted researchers. It has been the case that psycholinguistic, sociolinguistic, neurolinguistic and pedagogy-driven perspectives have handled code-switching phenomenon with a variety of motives and research designs, each of which should be recognized in its own methodological framework.