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"Code Switching"
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Code-switching in parents’ everyday speech to bilingual infants
Code-switching is a common phenomenon in bilingual communities, but little is known about bilingual parents’ code-switching when speaking to their infants. In a pre-registered study, we identified instances of code-switching in day-long at-home audio recordings of 21 French–English bilingual families in Montreal, Canada, who provided recordings when their infant was 10 and 18 months old. Overall, rates of infant-directed code-switching were low, averaging 7 times per hour (6 times per 1,000 words) at 10 months and increasing to 28 times per hour (18 times per 1,000 words) at 18 months. Parents code-switched more between sentences than within a sentence; this pattern was even more pronounced when infants were 18 months than when they were 10 months. The most common apparent reasons for code-switching were to bolster their infant's understanding and to teach vocabulary words. Combined, these results suggest that bilingual parents code-switch in ways that support successful bilingual language acquisition.
Journal Article
Naming the world : language and power among the Northern Arapaho
\"An accessible, linguistics-focused account of language teaching, learning, and change in a Native American community\"--Provided by publisher.
Book
The Societalization of Social Problems
This article develops a theory of “societalization,” demonstrating its plausibility through empirical analyses of church pedophilia, media phone-hacking, and the financial crisis. Although these strains were endemic for decades, they had failed to generate broad crises. Reactions were confined inside institutional boundaries and handled by intra-institutional elites according to the cultural logics of their particular spheres. The theory proposes that boundaries between spheres can be breached only if there is code switching. When strains become subject to the cultural logics of the civil sphere, widespread anguish emerges about social justice and concern for the future of democratic society. Once admired institutional elites come to be depicted as perpetrators, and the civil sphere becomes intrusive legally and organizationally, leading to repairs that aim for civil purification. Institutional elites soon engage in backlash efforts to resist reform, and a war of the spheres ensues. After developing this macro-institutional model, I conceptualize civil sphere agents, the journalists and legal investigators upon whose successful performances the actual unfolding of societalization depends. I also explore “limit conditions,” the structures that block societalization. I conclude by examining societalization, not in society but in social theory, contrasting the model with social constructionism, on the one hand, and broad traditions of macro-sociological theory, on the other.
Journal Article
The Cambridge handbook of linguistic code-switching
Code-switching - the alternating use of two languages in the same stretch of discourse by a bilingual speaker - generates a great deal of pointed discussion in the public domain. This handbook provides a guide to this bilingual phenomenon, drawing on empirical data from a wide-range of language pairings.
Book
Four major literary code-switching strategies in Hungarian literature. Decoding monolingualism
The field of literary multilingualism has quickly grown over the last decades. Multiple studies have examined the way linguistic diversity manifests itself in literature by focusing on specific strategies such as code-switching, code-mixing, code-shifting, hybridization, etc. However, the current understanding of multilingual practices is still dominated by a remarkable terminological inconsistency. In this article, we provide a new theoretical framework called ‘literary code-switching’ (Domokos 2018–2020), that can be used to examine most literary multilingual practices – from the most hidden or latent to the more manifest ones. This formulation, which is scaled into degrees from 0 to 5, will be applied to some key examples taken from the works of Imre Madách, Mihály Tompa, Imre Oravecz, Attila Jász, Ferenc Karinthy, Terézia Mora and Anne Tardos. The aim of picking up these heuristic examples from Hungarian literature is to point towards the necessity of investigating literature more systematically according to its hidden and manifest linguistic diversity.
Journal Article
Language contact outcomes as the result of bilingual optimization strategies
This paper sketches a comprehensive framework for modeling and interpreting language contact phenomena, with speakers’ bilingual strategies in specific scenarios of language contact as its point of departure. Bilingual strategies are conditioned by social factors, processing constraints of speakers’ bilingual competence, and perceived language distance. In a number of domains of language contact studies important progress has been made, including Creole studies, code-switching, language development, linguistic borrowing, and areal convergence. Less attention has been paid to the links between these fields, so that results in one domain can be compared with those in another. These links are approached here from the perspective of speaker optimization strategies. Four strategies are proposed: maximize structural coherence of the first language (L1); maximize structural coherence of the second language (L2); match between L1 and L2 patterns where possible; and rely on universal principles of language processing. These strategies can be invoked to explain outcomes of language contact. Different outcomes correspond to different interactions of these strategies in bilingual speakers and their communities.
Journal Article
Making the Shift From a Codeswitching to a Translanguaging Lens in English Language Teacher Education
There has been increasing ambiguity and debate about the meaning and applicability of the terms codeswitching and translanguaging in English language classrooms. To address this issue, this article first offers a historical overview of the literature on codeswitching and translanguaging. This overview serves as the basis for an updated framework that highlights necessary areas of shift in conceptualization from codeswitching to translanguaging, and dimensions of codeswitching research that can still be integrated into a translanguaging lens. This framework is illuminated through an autobiographical narrative inquiry analysis of a teacher educator and a student-researcher at an English-medium university in Kazakhstan, a country that is officially bilingual and developing policies and practices to promote trilingualism. The article reinforces the argument that teachers, teacher educators, and ESOL researchers need to shift from a separate (monoglossic) view of languaging practices to a holistic (heteroglossic) view. Research on teachers’ beliefs and language practices need to be reviewed critically to identify whether they take a monoglossic or heteroglossic view of language practices. The preponderance of spontaneous rather than strategic pedagogical use of translanguaging suggests that teachers and teacher educators in Englishlanguage classrooms need to be explicitly taught ways to incorporate heteroglossic ideologies and intentional translanguaging pedagogies into their teaching practice.
Journal Article