Przeglądanie według Temat "code-switching"

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English/French code-switching in later medieval charters
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2024-12) Ingham, Richard
The spoken use of French in later medieval England cannot be recovered, except insofar as it may be inferred from surviving documents. The use in medieval Latin charters of the French definite article (FA) determining an English Noun (EN) is here taken to be a textually preserved remnant of spoken usage. Following earlier work by Ingham (2009), the FA + EN phenomenon is studied quantitatively, showing that the FA + EN construction occurs where it would accord with code-switching constraints observed in contemporary bilingual communities. Attention is paid in particular to the appearance or otherwise of the phenomenon in contexts featuring a possessive and an adjectival modifier of the Noun, where a clear structural contrast is obtained, as predicted on the assumption that spoken code-switching lay behind the establishment of the charter text. It is further shown that FA+EN is more frequent with a monosyllabic than a polysyllabic Noun, for which a prosodic explanation is proposed, in keeping with the hypothesis that the phenomenon was originally oral. This support for the existence of spoken bilingualism from the 13th century onwards in a professional environment fits the timeframe, furthermore, for the well-known expansion in the penetration of French loan words into English. Alternative explanations that have been proposed for the FA + EN phenomenon are considered but found to be inadequate.
FL code-switching in the L1 environment among early-aged monolingual learners: a pilot study
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2021) Wysocka-Narewska, Marzena
Code-switching has recently become an interesting phenomenon to study because it is a part of the developmental processes, as well as the result of the use of, and exposure to, multiple languages. For this reason, code-switching usually occurs during foreign language teaching and learning, “especially when studying English based on the different backgrounds and reasons” (Yusuf, 2009). Accordingly, code-switching can be examined from various viewpoints such as the form, location, patterns, conditions, and functions, in relation to the use or the roles of the L1 and L2 or FL in the classroom, the former being most often referred to. This paper aims to determine the conditions for the use of code-switching in a quite different situation, namely, among very young learners conceived of as monolinguals who happen to switch to English (FL) in the L1 classroom environment. The article opens with a brief characterization of code-switching, defining its most frequent forms and functions, and a description of bilingual and monolingual code-switching contexts, an emphasis being put on the role of L1 in the language adaptation process and switching. The study, composed of a questionnaire distributed among 5 kindergarten teachers in public kindergartens in Poland, has shown bits and pieces of code-switching to be observed among four groups of Polish children (early-aged monolinguals), and their “linguistic behaviors” on a daily basis in the kindergarten classroom. What has been hinted at ranges from the exact situations of switching to language samples, presented according to age, and possible reasons for the current state of affairs.