Code-switching Research Articles

Techniques Used by Primary Teachers when Using English as Medium of Instruction in Rubavu District, Rwanda

Rwanda is an endoglossic country where Kinyarwanda is the first language and mother tongue of Rwandans. Since English was implemented as Medium of instruction (MoI), most teachers with Kinyarwanda and French background get challenges due to teaching in a new language. They had a lower level of proficiency in English and shortage of teaching resources. This study aimed at investigating techniques used by Primary teachers when teaching in English as MoI and its impacts on learners’ academic performance of many other subjects which are taught through English. The study was conducted in Rubavu District, Rwanda. The entire target population was 300 people comprised of teachers and head teachers. The researchers sampled 62 persons. Purposive sampling technique was used to sample 10 primary schools according to their geographical location and 10 head teachers respectively. The selection of teachers used stratified sampling technique for 52 teachers, where two strata were considered namely new teachers and more experienced teachers. In data collection, the researchers used questionnaire for teachers and interview guide for head teachers. Both descriptive statistics and thematic analysis were used when analyzing the findings. The key findings of 100% (52) showed that they used teaching aids and oral activities. 13.4% (7) of the respondents strongly disagreed that use of code switching for teachers facilitate them as speakers to change linguistic code that maintain or destroy interpersonal relationships when teachers teach in English. Amongst techniques used by primary teachers were, stories in English, English songs, games, code switching, role play and use of charts, pictures and books as teaching aids. However, the teachers did not use poem recitation, impromptu speech, classroom presentations and group discussions when teaching their subjects in English. The study concluded that teaching techniques are still paramount to facilitate both teacher and learner’s betterment of the academic performance in all subjects that are taught in English as MoI. The researchers drew some recommendations to different educational stakeholders such as policy makers including government, ministry of education and many other Educational stakeholders to intensify the in service-trainings on English proficiency to the teachers as their second language with aim of empowering them to be familiar with English and interact with pupils in English through role plays and dialogues. The policy makers have to offer teachers different facilities including teaching aids and other resources to support them when teaching in English as a MoI.

Language Options in Food Product Advertising on Youtube

The purpose of this study is to describe the form of language choice in speech events in advertisements for food products on YouTube and to describe the factors that determine the choice of language in speech events in advertisements for food products on YouTube.This research uses a qualitative descriptive research type. This research was carried out from December 2020 to May 2021. The data taken in this study were the utterances of commercial stars in 20 advertisements for food products on YouTube videos which were transcribed in written text. The data source used is food product advertisements on YouTube. The data collection technique used in this study is the note-taking technique. The data validation technique uses triangulation techniques. The method used in analyzing the data is the intralingual and extralingual equivalent methods. In food product advertisements on YouTube, 9 data were found using single language variations. Code switching data was found to be 2 codes. Then the ads using code mixing totaled 9 data with the form of words and phrases.

Benefits of free language choice in bilingual individuals with aphasia

ABSTRACT Background Forced switching between languages poses demands on control abilities, which may be difficult to meet for bilinguals with aphasia. Freely choosing languages has been shown to increase naming efficiency in healthy bilinguals, and lexical accessibility was found to be a predictor for language choice. The overlap between bilingual language switching and other types of switching is yet unclear. Aims This study aimed to examine the benefits of free language choice for bilinguals with aphasia and to investigate the overlap of between- and within-language switching abilities. Methods & Procedures Seventeen bilinguals with aphasia completed a questionnaire and four web-based picture naming tasks: single-language naming in the first and second language separately; voluntary switching between languages; cued and predictable switching between languages; cued and predictable switching between phrase types in the first language. Accuracy and naming latencies were analysed using (generalised) linear mixed-effects models. Outcomes & Results The results showed higher accuracy and faster naming for the voluntary switching condition compared to single-language naming and cued switching. Both voluntary and cued language switching yielded switch costs, and voluntary switch costs were larger. Ease of lexical access was a reliable predictor for voluntary language choice. We obtained no statistical evidence for differences or associations between switch costs in between- and within-language switching. Conclusions Several results point to benefits of voluntary language switching for bilinguals with aphasia. Freely mixing languages improved naming accuracy and speed, and ease of lexical access affected language choice. There was no statistical evidence for overlap of between- and within-language switching abilities. This study highlights the benefits of free language choice for bilinguals with aphasia.

Analysis of Code Switching on Cinta Laura Kiehl in Iwil Network Youtube Channel Video

The study, "An Analysis of Code Switching on Cinta Laura Kiehl in Iwil Network YouTube Channel Video," focused on two main issues: types and reasons for code switching. Utilizing Poplack's (1980) and Grosjean's (1981) theories, it employed a qualitative approach. Data collection involved downloading the video, watching the podcast, reading the script, and identifying instances of code switching. A total of 144 instances were found, categorized into 21 Tag Switching, 91 Inter-Sentential, and 32 Intra-Sentential occurrences. Reasons for code switching included Fill a Linguistics Need for Lexical Item, Set Phrase, Discourse Maker, or Sentence Filler (72 instances), Continued The Last Language Used (52 instances), and others such as Quoting Someone (1 instance), Specify Address (3 instances), and Conveying Confidentiality, Anger, and Annoyance (4 instances). These findings contribute to understanding the intricacies of code switching in the context of Cinta Laura Kiehl's videos on the Iwil Network YouTube channel.

EFL Teachers' and Learners' Perceptions of Code-switching: The Role of Learners' L2 Proficiency Levels

Code-switching (CS) is a complex linguistic phenomenon in bilingual environments, such as English as a second language (ESL) and English as a foreign language (EFL). In recent years, CS has been viewed as a meaningful linguistic phenomenon in ESL and EFL contexts. This research investigates EFL teachers' and learners' perceptions of the use of CS in Saudi universities. Also, this research aims to investigate the relationship between learners' perceptions of CS and their L2 proficiency levels. A quantitative approach is utilised in this research to collect data from 40 Saudi EFL teachers and 50 Saudi undergraduate EFL learners to investigate their perceptions of CS used in their EFL classrooms. Further, the researcher uses two modified Likert-type questionnaires adopted from Alkhudair (2019) to elicit teachers' and learners' perceptions of CS used in their EFL classrooms. In addition, the Statistical Package for the Social Sciences (SPSS) was used to determine the frequencies, percentages, and mean scores. The learners took Oxford Online Placement Tests to investigate the role of L1 in EFL classrooms. Also, SPSS was used to calculate the Pearson Correlation Coefficient to investigate a correlation between learners' L2 proficiency levels and their perceptions of using L1 in EFL classrooms. As a result, both teachers and learners showed positive attitudes towards CS in EFL classrooms. Moreover, upon investigating the relationship between learners' English language proficiency level and their perceptions of L1 use, the results suggest positive and negative correlations.

A tactical data link model based on CCSK-FMSK

In collaborative combat operations, the challenges brought by the communication adversities of tactical data links are becoming increasingly prominent. Ensuring the reliable connection of tactical data links has always been a key issue, especially considering the increasing impact of external interference on the signal at the receiving end of the system, which in turn affects the bit error rate (BER) of the tactical data link system. To address this challenge, this paper proposes a tactical data link anti-interference scheme based on cyclic code shift keying (CCSK) spread spectrum and minimum shift keying (MSK) modulation fusion frequency hopping technology, named CCSK-FMSK, and introduces turbo code and cyclic redundancy check (CRC) coding to construct a tactical data link model based on CCSK-FMSK. Specifically, CCSK-FMSK disperses interference power by expanding the signal spectrum, enhancing the anti-interference ability of tactical data links. CRC coding and Turbo coding achieve error detection and correction by introducing supervised symbols. In addition, this paper proposes a soft despreading and a soft demodulation algorithm corresponding to CCSK spread spectrum and MSK modulation to achieve cascade with Turbo decoder and improve the error rate performance and robustness of the model. Compared with existing models, the tactical data link based on CCSK-FMSK has better BER performance.

Code-Switching for the Functions of Conveying English Lesson Material in Teaching English at the MAN 1 Praya

This research aims to describe code switching in classroom communication from the perspective of academic function. In this study, the researcher used the qualitative descriptive research that involved two teachers as research subjects at the MAN 1 Praya, Central Lombok. The technique applied in this research is an observation technique accompanied by a recording technique. At the data analysis stage, the method used in this research is a qualitative descriptive method. The informal presentation model is explained directly in each analysis. The result of the research showed that the code switching owned twelve functions based on conveying English lesson materials. With reference to such functions, code switching in English language learning can be made as far as it satisfies the functions. As the students’ English mastery improves, the use of code switching needs to be reduced.

Modality-general and modality-specific bilingual control mechanisms in spoken and written productions

Abstract Do bilinguals have similar bilingual control mechanisms in speaking and writing? The present study investigated the patterns of switch costs (reflecting reactive language control) and mixing costs (reflecting proactive language control) between Chinese (L1) and English (L2) in spoken and written productions and whether these patterns could be modulated by response-stimulus intervals (RSIs). In two experiments, unbalanced Chinese–English bilinguals completed a cued language switching task in spoken naming (Experiment 1) and written naming (Experiment 2), respectively. The results revealed asymmetrical switch costs (i.e., the larger cost in L1 than in L2) in spoken and written productions in the short RSI condition. However, there were asymmetrical mixing costs in spoken production and symmetrical mixing costs in written production both in the short and long RSIs. These findings suggest that for spoken and written productions, reactive language control operates in similar mechanisms, while proactive language control operates in specific mechanisms.

Code Switching in Moroccan Nursing Education: Exploring Pedagogical Functions and Professors’ Attitudes

Adopting Code switching (CS) in education still constitutes a topic of controversial debate across multilingual societies. While some consider it a pedagogical tool that helps learners attain academic knowledge comprehensively, others claim that it is regarded as a sign of imperfect control of language. Within the Moroccan context, only a few rigorous studies have approached CS from a pedagogical perspective as this study is the first to explore its use in nursing education. Thus, this paper aims to measure how frequently CS is used, its functional roles, and professors' attitudes towards deploying it in the Higher Institute of Nursing Professions and Technicians of Health (HINPTH). The study deploys a mixed research design where data are collected through a survey questionnaire distributed to 27 professors. For a full understanding, the survey data are paired with a thematic analysis of findings from a previously conducted study with students within the same institute to ease the interpretation of attitudes and experiences voiced by professors. The findings have revealed that the majority of respondents hold positive attitudes toward CS pedagogical functions in understanding content while some warn against its undesirable learning outcomes. Practically, it is recommended that CS should be judicious and purposeful in its use.

Exploring the role of executive functions in Chinese-English bilinguals’ emotional word comprehension during language switching

ABSTRACT Switching between languages requires the participation of executive functions (EFs) which comprise both the ‘hot’ affective aspects (hot EFs) and the ‘cool’ cognitive aspects (cool EFs). However, the role of these EFs in language switching is not clear. This study employed a word valence categorization task to explore the effects of hot (i.e. emotional valence and emotional congruency) and cool (i.e. inhibitory control ability, IC ability) EFs on high- and low-IC Chinese-English bilinguals’ language switching costs. The results showed smaller language switching costs for positive than negative emotional words, for emotional incongruent than congruent trials, for positive than negative emotional words in emotional congruent trials and for negative emotional words in emotional incongruent than congruent trials. Moreover, hot and cool EFs worked interactively, with larger language switching costs for negative emotional words and the same pattern in emotional congruent trials for high-IC participants over low-IC ones. These results indicate that various aspects of hot EFs affect language switching costs individually and interactively, while also modulate the effects of cool EF on language switching costs during Chinese-English emotional word comprehension. These findings have implications for extending the Bilingual Interactive Activation plus (BIA+) model by incorporating both hot and cool EFs.

Bilingualism reduces associations between cognition and the brain at baseline, but does not show evidence of cognitive reserve over time

Abstract Studies suggest that bilingualism may be associated with better cognition, but the role of active bilingualism, the daily use of two languages, on cognitive trajectories remains unclear. One hypothesis is that frequent language switching may protect cognitive trajectories against effects of brain atrophy. Here, we examined interaction effects between language and brain variables on cognition among Hispanic participants at baseline (N = 153) and longitudinally (N = 84). Linguistic measures included self-reported active Spanish–English bilingualism or Spanish monolingualism. Brain measures included, at baseline, regions of gray matter (GM) thickness strongly correlated with cross-sectional episodic memory and executive function and longitudinally, tissue atrophy rates correlated with episodic memory and executive function change. Active Spanish–English bilinguals showed reduced association strength between cognition and gray matter thickness cross-sectionally, β=0.303, p < .01 but not longitudinally, β=0.024, p = 0.105. Thus, active bilingualism may support episodic memory and executive function despite GM atrophy cross-sectionally, but not longitudinally.

An Analysis of Code Switching Found in Novel “The Paragon Plan”

Bilingualism is native-like control of two languages. Has even suggested that Bilingualism commences when a person begins to understand utterances in a second language. Code-switching frequently occurs if the speakers can speak more than one language and use the languages simultaneously in the same context. This means the speakers intend to keep the utterance's meaning the same when emphasizing the purpose. In this research, the data was collected by using the observation method. The data of this study were taken from The Paragon Plan novel by Aranindy. The data was analyzed based on a theory proposed by Poplack (1980) to find out and categorize the types of code-switching. Meanwhile, the reasons for code-switching were analyzed by using the theory by Hoffman (1991). In analyzing the data, descriptive and qualitative methods were used. The types of inter-sentential switching are the most dominant in the novel The Paragon Plan with 30 data or 44.8%, followed by inter-sentential switching with a total of 24 data or 35.8%, and followed by tag switching amounted to 13 data or 19.4% of 67 data. Concerning the seven reasons for code switching, the findings indicate that only two were identified in the novel “The Paragon Plan”. Talking about particular topic is the most dominant reasons of code switching. Ultimately, code-switching in a novel can serve various narratives, character-building, and stylistic purposes. It enriches the story's linguistic and cultural landscape, making it more engaging and relatable for readers.

Code Switching and Code Mixing Used by Students in Social Media

Code Switching and Code Mixing Used by Students in Social Media

Effects of healthy ageing and bilingualism on attention networks

Abstract Both ageing and bilingualism can have positive as well as adverse cognitive effects. We investigated their combined impact on subcomponents of attention. We used the Attention Network Task to examine alerting, orienting, executive control and task-switching costs. Group comparisons revealed age-related declines for alerting alongside benefits for executive control, for mono- and bilinguals alike. For orienting, age-related decline was more pronounced for bilinguals than monolinguals. Task-switching was unaffected by age or language group. Within bilinguals, we found limited impact of individual differences in L2 proficiency, language switching or mixing: proficiency improves orienting and decreases switch costs, for young and older bilinguals alike; but no other individual differences effects were found. Thus, attention is a multi-faceted network, with clear adverse (alerting) and protective (executive control) ageing effects. We found these to be largely similar for mono- and bilinguals, with variability within bilinguals having only limited impact.

Analysis Of Code Switching On Sunny Dahye Instagram Account

<p>This research is a descriptive qualitative research. The data in this study are the captions and comments of Sunny Dahye Instagram account. Technique of collecting data is documentation which is online Instagram. Technique of analyzing data is reducing data, displaying data and conclusion. To validate the data, the researchers used the triangulation data based on source, method, researcher and theory.</p><p>The research findings show that the types of code switching found on Sunny Dahye Instagram account are inter sentential switching with 72 utterances, intra sentential switching with 24 utterances, and tag switching / emblemtic switching with 4 utterances, The dominant types of code switching is inter sentential switching by the reasons of talking about particular topic with 18 utterances, interjection with 5 utterances, expressing group identity with 10 utterances, being emphatic about something with 8 utterances, repetition used for clarification with 12 utterances, to soften and strengthen request or command with 42 utterances, real lexical need with 5 utterances. Based on the finding, it can be drawn that Sunny Dahye Instagram account do not use quoting somebody else and to exclude other people when a comment is intended for only limited audience in her captions and comments.</p><p> </p><p><strong><em>Keywords:</em></strong><strong><em> </em></strong>Code Switching, Types and Reasons of Code Switching, Sunny Dahye, Caption, Comment.</p>

MULTILINGUAL CODE-SWITCHING IN THE CLASSROOM: AN ANALYSIS FROM THE TEACHER’S NARRATIVE

Code switching, the practice of alternating between languages in conversations, was of interest to researchers in sociolinguistics, especially in multicultural classrooms. This qualitative research utilized narrative interviews to explore code switching in the classroom, focusing on the teacher's narrative. Interviews were audio-recorded and supplemented with field notes. Data analysis involved narrative blocks. The research findings emphasized the effectiveness of multilingual code-switching and individualized instruction in enhancing students' English language learning. Embracing linguistic diversity, valuing students' native languages, and using creative learning approaches created a positive and inclusive environment, fostering comprehension, vocabulary retention, and cultural appreciation while motivating students. In conclusion, multilingual code-switching enhanced English learning by integrating native languages with instruction. Tailored teaching methods supported individual proficiency and learning styles, while creative code-switching boosted engagement and comprehension by linking English concepts to native languages.

Comparative Assessment of the Communication Strategies Used by the Teachers in Oral Communication in Context in a Private Higher Education Institution in Quezon City

The study identified the communication strategies (CS’s) used by the teachers in expressing themselves in English in teaching Oral Communication in Context, compared the assessments of the student-respondents and teacher-respondents, and tested if there were significant relationships among the interplaying variables. It was found out that student-respondents identified asking for clarification as Always used and message abandonment as Rarely used by the teachers. The teacher-respondents identified asking for clarification and asking for repetition as Always used and message abandonment as Rarely used by them. A Mann-Whitney U test examined the significant difference in the assessment of oral communication strategies used by teachers in expressing themselves in English while teaching the identified SHS course when student-respondents are grouped according to gender. The analysis revealed that variables such as paralinguistic devices, literal translation, code switching appeal for help, use of fillers, asking for clarification, and asking for repetition, yielded statistically significant results at .05. Kruskal-Wallis H test was done to examine if there was a significant difference in the scores in terms of oral communication strategies used by teachers in expressing themselves in English when student-respondents are grouped according to academic strand. Few identified variables such as circumlocution, message abandonment, topic avoidance , and asking for clarification, yielded statistically significant results at .05. It is recommended that teachers use only the identified most useful CS’s and avoid those that are useless.

MECOS: A bilingual Manipuri–English spontaneous code-switching speech corpus for automatic speech recognition

In this study, we introduce a new code-switched speech database with 57h of Manipuri–English annotated spontaneous speech. Manipuri is an official language of India and is primarily spoken in the north–eastern Indian state of Manipur. Most Manipur native speakers today are bilingual and frequently use code switching in everyday discussions. By carefully assessing the amount of code-switched speech in each video, recordings from YouTube are gathered. 21,339 utterances and 291,731 instances of code switching are present in the database. Given the code-switching nature of the data, a proper annotation procedure is used, and the data are manually annotated using the Meitei Mayek unicode font and the roman alphabets for Manipuri and English, respectively. The transcription includes the information of the speakers, non-speech information, and the corresponding annotation. The aim of this research is to construct an automatic speech recognition (ASR) system as well as offer a thorough analysis and details of the speech corpus. We believe that our research is the first to use an ASR system for Manipuri–English code-switched speech. To evaluate the performance, ASR systems based on hybrid deep neural network and hidden Markov model (DNN–HMM), time delay neural network (TDNN), hybrid time delay neural network and long short-term memory (TDNN–LSTM) and three end-to-end (E2E) models i.e. hybrid connectionist temporal classification and attention model (CTC-Attention), Conformer, wav2vec XLSR are developed for Manipuri–English language. In comparison to other models, pure TDNN produces outcomes that are clearly superior.

Identification of HDV-like theta ribozymes involved in tRNA-based recoding of gut bacteriophages

Trillions of microorganisms, collectively known as the microbiome, inhabit our bodies with the gut microbiome being of particular interest in biomedical research. Bacteriophages, the dominant virome constituents, can utilize suppressor tRNAs to switch to alternative genetic codes (e.g., the UAG stop-codon is reassigned to glutamine) while infecting hosts with the standard bacterial code. However, what triggers this switch and how the bacteriophage manipulates its host is poorly understood. Here, we report the discovery of a subgroup of minimal hepatitis delta virus (HDV)-like ribozymes – theta ribozymes – potentially involved in the code switch leading to the expression of recoded lysis and structural phage genes. We demonstrate their HDV-like self-scission behavior in vitro and find them in an unreported context often located with their cleavage site adjacent to tRNAs, indicating a role in viral tRNA maturation and/or regulation. Every fifth associated tRNA is a suppressor tRNA, further strengthening our hypothesis. The vast abundance of tRNA-associated theta ribozymes – we provide 1753 unique examples – highlights the importance of small ribozymes as an alternative to large enzymes that usually process tRNA 3’-ends. Our discovery expands the short list of biological functions of small HDV-like ribozymes and introduces a previously unknown player likely involved in the code switch of certain recoded gut bacteriophages.

Exploring Code Switching in Boy William’s YouTube Interview with Maudy Ayunda

This study explores the phenomenon of code-switching in the YouTube video “Maudy Ayunda Sempat Merasa Insecure Saat Berada di Stanford” uploaded by Boy William. The analysis focuses on the types of code switching employed in the conversation between the interviewer (Boy William) and the interviewee (Maudy Ayunda). The data were collected from the announcers utterances by (1) downloading the video (2) watching the related video repeatedly (3) taking notes on the dialogue that contains code switching, and (4) classifying. The writer using descriptive qualitative method. The theoretical framework, drawing from Hoffman (1991) and Grosjean (1982), provides the types and the reasons of code switching. The results of the analysis showed four types of code switching with the most shown namely Establishing Continuity frequency 18 with 43,9 %, while the least is Inter-sentential Switches frequency 4 with 9,7%.