The Subject of Code Switching - Essay Example

SWITCHING PROJECT By Switching Project Introduction The subject of code switching arises as a dominant feature of spoken language. In everyday conversations, there exist many situations where more than one language occurs between different speakers. Various studies point to this issue, with extensive reviews on the application and patterns of code switching (Muthusamy 2009, p. 2). The social implications caused by code switching generate from various factors. The intersection of language, society and culture remains to be an essential component of code switching as pertains to the study of linguistics (Nilep 2006, p. 3). In this view, the determination of the social motivations for a language alternation becomes important. This paper looks at the social motivations for code switching I terms of the various applications in social, discourse and identity expression situations. This follows an interview analysis that seeks to determine the patterns for code switching, as well as the attitudes evident from such changes. Social Motivations in Code Switching According to Buchholtz and Hall (2005), socio-cultural linguistics arises as an important subject that looks at the broad interdisciplinary area involving the integration of culture, society and language (Nilep 2006, p. 3). The utilization of code switching arises as a key determinant of bilingual and multilingual speakers. The availability of language resources including the knowledge of two or more languages enables different individuals to depict instances of language alternations. Code switching refers to the application of two or more languages between various speakers during a given speech or conversation (Lowi 2005, p. 1). In this case, the concept stands to be essential in such practices involving bilingual or multilingual speakers. This translates to the utilization of code switching as a means for conversation, and as an approach towards the establishment, maintenance and description of existing boundaries due to ethnicity (Fong 2011, p. 23). Additionally, the idea arises as an important tool for symbolizing relevant features of background in speakers. This provides multilingual speakers with an opportunity of expressing their own identities, thus, becoming an effective social process (Lowi 2005, p. 1). In providing for a social context, code switching allows individuals to explore their identities and ethnic backgrounds. This arises due to the various communicative functions depicted with the utilization of code switching (Shin 2010, p.94). The use of code switching becomes essential in ensuring that communication between two or more persons is effective, with meaning and intention of such conversation standing clear. The interaction of individuals in code switching forms a fundamental part that defines the particular identities of concerned parties (Gafaranga 2001, p. 1914). Various studies show the use of code switching in a number of applications including the creation of appealing opportunities for both literate and illiterate parties, the transmission of particular message, stimulating greater attention, creating fro emphasis and easing negotiation and communication processes (Muthusamy 2009, p. 2). Of great importance is the communicative functions played with the use of code switching as pertains to providing for a discourse, fulfilling interpersonal connections between individuals and allowing for identity recognition and expression with concerned parties. Application of Code Switching Identity Expression The use of code switching enables the recognition of particular identities clear with a given group of individuals. On this note, two or more persons may participate in the practice as a means of expressing their real identities in terms of ethnic backgrounds (Shin 2010, p.95). A third party, illiterate in the spoken language, stands out from such crowds due to the differences showing in the ethnic language practiced through such alternations in languages. Given the diverse backgrounds of individuals across geographical and cultural diversities, the use of code switching in various situations or places such as school institutions brings individuals of similar ethnic backgrounds together (Nordquist 2014, np; Bayley & Schecterz 2002, p. 58). A clear example of identity expression occurs within particular groups. According to Di Pietro (1977), an illustration appears with Italian immigrants who are also English speakers (Muthusamy 2009, p. 2). In this case, the individuals would give a joke in the English language, providing the punch line in their own language (Italian). This arises due to the reality that they belong to the same ethnic background. From the example, it stands out that individuals sharing similar values and cultures portray features of code switching in their moments of conversation or speech. In this view, the transmission of certain messages directed towards a particular ethnic group also arises as communicative function of code switching directed towards expressing the identities of individuals. Social Roles According to Halliday (1975), a key role of code switching rests with the fulfillment of the social or interpersonal function of communication (Muthusamy 2009, p. 2). The mediating role of code switching stands clear with use of language alternations. In this view, code switching acts as a mediator in communication situations presented by two or more individuals. The concept arises as a means of conveying information or message across social and linguistic platforms. Effective communication becomes highly enhanced between individuals allowing for transmission of precise meanings, as well as greater authority as pertains to negotiating processes (Muthusamy 2009, p. 3). Code switching provides for a favorable platform for social integration between various parties depicting diverse backgrounds. For the illiterate in given languages, the practice ensures increased attention and interest, which results to active pursue of language learning in addition to one’s own language (Demby 2014, np). Further, speakers depicting similar ethnic backgrounds remain more attached to one another, especially in such situations presenting a different geographical setting. For instance, foreign migrants meet and explore their identities during such conversations through alternating from the foreign country’s national language to their own ethnic languages. Discourse Functions Recently, various studies point to the discourse function played by the use if code switching in a number of conversations or speeches. As Auer (1995) states, the verbal interactions occurring between multilingual and bilingual individuals remains open to local activities involving negotiation of language and the selection of related codes (Lowi 2005, p. 2). In this view, the utilization of c0ode switching becomes efficient in the provision of interactional meaning as pertains to utterance, as well as allowing for the organization of arising conversations between speakers. The view of discourse, as portrayed with code switching provides for a mediating force that bridges the existing gap occurring between the two common approaches of socio-cultural and grammatical viewpoints (Demby 2014, np). Here, the concept of code switching integrates the resultant social importance for bilingual and multilingual speakers, and the various models advanced for processing of psycholinguistic language. In view of communicative roles played by code switching, Gumperz (1982) stresses on the importance of the discourse or personalization role-played with code switching (Muthusamy 2009, p. 2). On this note, an individual speaker acts upon the connotation of the ‘we-code’ to create a conversational impact. Essentially, the idea of code switching arises as fulfilling the relational and referential function of language that translates to effective communication and inter-lingual oneness. Methodology: Interview Analysis Participants This research considers two participants, labeled as A and B for identity purposes: Participant A In the record, participant A appears as Alex. He is a 63-year- old native English speaker of British descent. Born in the United Kingdom, A lived with his family for the better part of his childhood. In his teenage years, at sixteen, the family moved to Mexico, where he has lived for over forty years. In his report, A states that he lacks any formal training in English even though he schooled in the English language while still in the U.K. With the Spanish language, A also lacks any formal training, with an adult education program in Mexico allowing him to learn a bit of Spanish. In his working period in Mexico, A states that he became active within a workforce of diverse backgrounds, dealing with the sale of electronic goods and appliances in an electronic firm. As time moved on, he learns the Spanish language as he frequently interacts with the workforce, mainly of Spanish origin (Fong 2011, p. 13). Later he marries a Mexican wife, with the language standing as a common means of conversation. Interestingly, he speaks more Spanish than he speaks English. Nonetheless, close contacts with his family back in the United Kingdom keep him abreast with the two languages. On normal occasions, he would answer the phone with Spanish unless the receiver arises as an English native. During conversations, a mix of both languages, mainly Spanish arises as a common habit. During the interview, A considers his native language as English, and a fluent speaker of Spanish. He stands as a bilingual in both English and Spanish, which he now speaks fluently. His patterns of language use mainly utilize the use of Spanish language. His usual conversations begin with Spanish, and, depending on the other person, will switch to the use of English language. With A, only few individuals possessing similar bilingual features participate in conversations portraying the English language. His thoughts on the benefits of learning bilingual languages stress on the need for depicting his real identity of English (Nordquist 2014, np). Another reason that he points out is the ability of taking advantage of such individuals having little understanding of the language spoken. On the other hand, he remains unsure of the overall idea of code switching citing incompetence in language use due to the mix up of different languages. In the case of his children’s upbringing, he states that he considers the utilization of both English and Spanish languages. Participant B In the records, participant B stands as Bill who is a thirty-five year old male born in Texas, United States. As the eldest child in a family of five, B has spent a considerable part of his life in the U.S., the parents portray diverse ethnic backgrounds, with the mother depicting a Chinese origin and the father English (Yamamoto 2001, p.37). This means that B comes up in a bilingual household (Nordquist 2014, np). At the age of twenty, his family moves up to China, as his father obtains a permanent work permit in the subsidiary branch of his employed firm. Having attended an English school in his childhood life, the Chinese dialect occurs as a difficult language to master. He currently enrolls in a language school where he learns the Chinese language. His younger siblings have greater exposure to the culture, as well as the language due to their tender age. With his formal instructions in the Chinese language beginning at a later stage, he states that it becomes difficult for him to understand some of the Chinese dialects spoken by the natives. In his usual conversations, he would normally start with English, only moving to ht use of Chinese in minor situations. His girlfriend and fiancée is Chinese, but a fluent speaker of the English language. When asked about his future marriage life, he considers the long process of learning the native language as he plans on living in the country. In the case of his bilingual upbringing, B states that his mum would speak a little Chinese, especially when making an emphasis on a serious situation, such as the need for maintaining cleanliness and better health standards (Shin 2010, p.96). When asked about the importance of bilingual language learning, he states that it proves to be an essential part of enhancing conversations between individuals with different backgrounds (Nordquist 2014, np). His attitude shows a positive direction towards learning the Chinese language in time in order to become fluent in both English and Chinese. The pattern of language use points to the considerable use of English, with the Chinese language only applying at home and in school where he learns with native Chinese students. According to him, the concept of code switching leaves him confused especially in the new environment. However, the desire to learn the new language arises as a necessary move as he considers establishing permanent residence in China. Currently, he stands as fluent in his native English language, and quite poor the Chinese language. Discussion From the results of the interview, participant A exemplifies fluency in both languages of upbringing as pertains to English and Spanish. A represents a sequential bilingual due to the learning of the Spanish language in his adult life. Despite his English upbringing, A becomes a fluent speaker of the Spanish language due to the influences from work, as well as his family life. The importance of code switching becomes clear with the need for expression of own identity (Gafaranga 2001, p. 1916). A conform sot the boundaries set by the subsequent migration from the UK to Mexico. On the other hand, B represents a bilingual individual with low fluency in one language compared to the other. His upbringing mainly concentrates on the English language as brought up in his child hood. The need for code switching occurs as unnecessary for him due to the nature of ‘confusion’ experienced during his interactions with the Chinese natives. Nonetheless, there is great significance in learning more than one language in order to improve on communication between parties depicting different ethnic background and identities (Demby 2014, np). Conclusion The issue of code switching elicits mixed reactions between various circles. The need for learning more than one language stands to be essential in ensuring enhanced forms of comj8nication between various parties. Code switching creates a sense of belonging, elicits a discourse function and allows for greater interaction between individuals. On a social view, the use of code switching stands to be effective in integrating different cultural backgrounds as exhibited with individuals. Various features arise with code switching as relates to topic change, creating for emphasis and improving on overall conversation. Appendices Interview questions 1. What are your perceptions towards the need for code switching? 2. Is there need for an individual to be bilingual or multilingual? What are the benefits? 3. Describe yours background in relation to the bilingual features of language speaking. 4. Describe the various features evident with a fluent and non-fluent bilingual. 5. What steps do you consider in learning various languages? Reference List Bayley, R. & Schecter, S.R., 2002. “Language as a Cultural Practice”: Mexicanos en el Norte. New York: Lawrence Erlbaum Demby, G. April 8, 2014, how code-switching explains the world. Retrieved from http://www.npr.org/blogs/codeswitch/2013/04/08/176064688/how-code-switching-explains-the-world Fong, C.W. 2011, Functions and Reasons for Code-Switching on Facebook. Retrieved from http://eprints.utar.edu.my/263/1/EL-2011-0803813-1.pdf Gafaranga, J., 2001. “Linguistic Identities in Talk-in-Interaction: Order in Bilingual Conversation.” Journal of Pragmatics, vol. 33 (12): pp. 1901-1925 Lowi, R. 2005, Code switching: An Examination of Naturally Occurring Conversation. Retrieved from http://www.lingref.com/isb/4/110ISB4.PDF Muthasamy, P. 2009, Communicative Functions and Reasons for Code Switching: A Malaysian Perspective. Retrieved from http://www.crisaps.org/newsletter/summer2009/Muthusamy.doc Nilep, C. 2006, “Code Switching” in Socio-cultural Linguistics. Retrieved from http://www.colorado.edu/linguistics/CRIL/Volume19_Issue1/paper_NILEP.pdf Nordquist, R. 2014, Code Switching. Retrieved from http://grammar.about.com/od/c/g/codeswitchingterm.htm Shin, S.Y, Winter, 2010, The Functions of Code-Switching in a Korean Sunday School. Heritage Language Journal, Vol. 7 (1): Pp. 91- 116 Yamamoto, M. 2001. Language Use in Interlingual Families: A Japanese-English Sociolinguistc Study. Clevedon, Bristol, England: Multilingual Matters, Ltd. Read More