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| Autor/in | Olmedo-Williams, Irma |
|---|---|
| Institution | California State Univ., Los Angeles. Evaluation, Dissemination and Assessment Center. |
| Titel | Functions of Code-Switching in a Spanish/English Bilingual Classroom. Bilingual Education Paper Series Vol. 4 No. 11. |
| Quelle | (1981), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Bilingual Education; Classroom Communication; Code Switching (Language); Elementary Education; English (Second Language); Language Dominance; Language Usage; Monolingualism; Puerto Ricans; Spanish |
| Abstract | A study of code-switching in the classroom language use of a group of Ohio third graders used as data over 17 hours of conversation taped in September through December during structured small-group lessons, informal conversations, whole-class lessons, and peer teaching of English to monolingual and Spanish-dominant children. The group included Spanish monolingual, Spanish-dominant, balanced bilingual, and English-dominant students. The study focused on situations in which students used both languages most often. An ethnographic approach was used to analyze the instances and contexts of code-switching and to develop a situation typology. Nine categories of code-switching context were identified: regulatory (to control group behavior); emphasis (to stress a message); attention attraction; lexicalization (lexical need, cultural association, or frequency of use in one language or the other); clarification; instructional (to teach second-language vocabulary); sociolinguistic play (for humor, teasing, punning); addressee specification (to accommodate the linguistic need or choice of the addressee or to exclude individuals from the interaction); and miscellaneous. The considerable use of English, even among some Spanish-dominant students, raises questions about generalizing to children the previous findings about the use of Spanish and English among Spanish-speaking adults. (MSE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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