Monolingual Code Switching
the introduction of languages and the necessity to communicate with different societies, code-switching became a necessary function for survival. Code-switching allows individual’s to switch back and forth between two languages when communicating with people who may not speak their native tongue. With the introduction of technology and the ease in which we communicate with others, it is likely that code-switchers are more likely to code-switch than monolinguals. Codeswitching started off as research into why individual use two languages to communicate with others. The research started slowly as the information and questions to ask were limited. As the research developed, there was a better understand how code switching developed. Code-switching developed out of necessity to communicate
…show more content…
with other countries but, continued into mainstream societies that needed to interact with today’s diverse societies.
As Facebook, Twitter, and Instagram have swiftly become one of the favored modes of communication on the Internet, language has also been influenced in terms of its usage and practices. Code-switching, the alternate use of more than one language in a discourse is one of the language phenomena where such changes can be traced. This research investigated on the occurrences of code-switching between bilingual and monolingual social networking website by taking a functional approach in examining the various functions and reasons for codeswitching.
Statement of Problem:
Due to the use of technology in everyday communication, students learn talk to text speak. It is perceived that codeswitching is likely engaged in the use of social media platforms. While a century of research has been done to explain linguistic code-switching, the area of code-switching and computer-mediated communication has not been thoroughly explored, especially social networking sites that have become popular in the last decade. This research attempts to clarify the reasons why code-switching in talk to text communication is employed (Auer 1989).
Objectives of the Study:
The primary objective of this study is to examine the phenomenon of code-switching how this phenomenon is incorporated into talk to text by bilingual and monolingual student’s communications. The various functions and reasons for code-switching are identified by collecting and analyzing students use of social-networking website, computers, mobile devices which have been a popular medium of communication.
Significance of the Study:
This study adds to the limited pre-existing data on code-switching while engaging during the use of social media communication. Information gained from this research will help to enlighten why code-switching during talk to text occurs. It is important that code-switchers be aware of their actions and behaviors that occurs during online communication via social networking website. As a result, information gained, in regards to online conversations by bilinguals, can produce the most reliable information available (Ahmad, 2014).
Research Questions
The research questions for this study are as follows:
1.
What types of code-switching occurrence can be observed among bilingual and monolingual students when communicating online? 2. Which social media platform is more appropriate to account for the phenomenon of code-switching among bilingual and monolingual students?
3. What are the functions and reasons for bilingual and monolingual students to switch codes in on line messages sent via social networking website?
4. Which methods are more appropriate to account for the phenomenon of code-switching among bilingual and monolingual students on social networking website?
Evaluation of Methodologies:
Blackburn used a quantitative approach to collect data on code-switching. Comparing bilinguals and monolingual and the frequency of switching between languages. Blackburn wanted to know the percentage score between switchers and non-switchers use of code-switching. The test rated monolinguals and and bilingual speakers on a scale of 1 being never code-switching and 7 being always code-switching. The questions Blackburn wanted answered.
1. What frequency do you code-switch?
2. When does it become necessary to
switch?
3. Your daily use of both languages?
4. How often do you social switch?
Ahmad employed a qualitative survey. In a four week ongoing observation Ahmad studied for ethnicities. Ahmad wanted to know the importance of proper grammar and syntax when it comes to talk to text. He asked five questions.
1. Should the dictionary for SMS be written to make SMS standardized?
2. Are punctuations, grammar and capitalization largely ignored in texting?
3. Does texting reflect on cultural and linguistic identities?
4. Is texting cost-effective and appropriate for mobile screens?
5. Is texting grammatically analyzable?
Limitations:
One of the main limitations faced during the research process was the limited sampling method used. Participants were not selected by the author of this paper but based on the generalized data supplied by researcher as well as some difficulty accessing limited data.
Another limitation lies in the age of the participants. Participants were selected from ethnicity demographics and not age demographics.
In conclusion, what are the fascinations with, talk to text code-switching? The new technologies provide opportunities for learners to interact with native speakers at a distance through a variety of different communication tools such as texting, online chat rooms, and social media. Texts were shorter and provided both users a less complicated way to communicate. I have discussed the origins of code-switching, the evolution and spread of bilingual language and the necessity to code-switch. With the current adoption of technology to communicate, it has become easier to morph traditional English into an entirely different language, where grammar, spelling and syntax are laid waste for accessibility, speed and ease of use. I hope this paper will address issues of text to talk codeswitching and if this has adverse effects on bilingual speakers and English acquisition. Based on my research, that even though bilinguals code-switch more often in mixed environments, bilinguals are less likely to code-switch during a talk to text, with those who share the same native language, than monolinguals who communicate using English. Even though technology has driven English language to a different form of use, grammar and syntax, while being engaged in talk to text, technology and code-switching has not influenced bilinguals as much as one might think, rather everyday use in culturally diverse situations conditions bilinguals to code-switch and not technology.
References
Ahmad, J. (2014). Texting tyles of EFL / ESL teachers in Saudi universities: Cultural perspectives. International Journal of English Linguistics; Vol. 4, No. 6; 2014
ISSN 1923-869X E-ISSN 1923-8703 Retrieved December 1, 2015 from http://www.ccsenet.org/journal/index.php/ijel/article/viewFile/42629/23310
Auer, P. (Ed.). (1999). Code-Switching in Conversation. Florence, KY, USA: Routledge.
Retrieved December 1, 2015 from http://www.ebrary.com
Blackburn, A. (2013). A study of the relationship between code switching and the bilingual advantage: evidence that language use modulates neural indices of language processing and cognitive control. Retrieved October 27, 2015 from (http://search.proquest.com/docview/1493850293?accountid=1230
with other countries but, continued into mainstream societies that needed to interact with today’s diverse societies.
As Facebook, Twitter, and Instagram have swiftly become one of the favored modes of communication on the Internet, language has also been influenced in terms of its usage and practices. Code-switching, the alternate use of more than one language in a discourse is one of the language phenomena where such changes can be traced. This research investigated on the occurrences of code-switching between bilingual and monolingual social networking website by taking a functional approach in examining the various functions and reasons for codeswitching.
Statement of Problem:
Due to the use of technology in everyday communication, students learn talk to text speak. It is perceived that codeswitching is likely engaged in the use of social media platforms. While a century of research has been done to explain linguistic code-switching, the area of code-switching and computer-mediated communication has not been thoroughly explored, especially social networking sites that have become popular in the last decade. This research attempts to clarify the reasons why code-switching in talk to text communication is employed (Auer 1989).
Objectives of the Study:
The primary objective of this study is to examine the phenomenon of code-switching how this phenomenon is incorporated into talk to text by bilingual and monolingual student’s communications. The various functions and reasons for code-switching are identified by collecting and analyzing students use of social-networking website, computers, mobile devices which have been a popular medium of communication.
Significance of the Study:
This study adds to the limited pre-existing data on code-switching while engaging during the use of social media communication. Information gained from this research will help to enlighten why code-switching during talk to text occurs. It is important that code-switchers be aware of their actions and behaviors that occurs during online communication via social networking website. As a result, information gained, in regards to online conversations by bilinguals, can produce the most reliable information available (Ahmad, 2014).
Research Questions
The research questions for this study are as follows:
1.
What types of code-switching occurrence can be observed among bilingual and monolingual students when communicating online? 2. Which social media platform is more appropriate to account for the phenomenon of code-switching among bilingual and monolingual students?
3. What are the functions and reasons for bilingual and monolingual students to switch codes in on line messages sent via social networking website?
4. Which methods are more appropriate to account for the phenomenon of code-switching among bilingual and monolingual students on social networking website?
Evaluation of Methodologies:
Blackburn used a quantitative approach to collect data on code-switching. Comparing bilinguals and monolingual and the frequency of switching between languages. Blackburn wanted to know the percentage score between switchers and non-switchers use of code-switching. The test rated monolinguals and and bilingual speakers on a scale of 1 being never code-switching and 7 being always code-switching. The questions Blackburn wanted answered.
1. What frequency do you code-switch?
2. When does it become necessary to
switch?
3. Your daily use of both languages?
4. How often do you social switch?
Ahmad employed a qualitative survey. In a four week ongoing observation Ahmad studied for ethnicities. Ahmad wanted to know the importance of proper grammar and syntax when it comes to talk to text. He asked five questions.
1. Should the dictionary for SMS be written to make SMS standardized?
2. Are punctuations, grammar and capitalization largely ignored in texting?
3. Does texting reflect on cultural and linguistic identities?
4. Is texting cost-effective and appropriate for mobile screens?
5. Is texting grammatically analyzable?
Limitations:
One of the main limitations faced during the research process was the limited sampling method used. Participants were not selected by the author of this paper but based on the generalized data supplied by researcher as well as some difficulty accessing limited data.
Another limitation lies in the age of the participants. Participants were selected from ethnicity demographics and not age demographics.
In conclusion, what are the fascinations with, talk to text code-switching? The new technologies provide opportunities for learners to interact with native speakers at a distance through a variety of different communication tools such as texting, online chat rooms, and social media. Texts were shorter and provided both users a less complicated way to communicate. I have discussed the origins of code-switching, the evolution and spread of bilingual language and the necessity to code-switch. With the current adoption of technology to communicate, it has become easier to morph traditional English into an entirely different language, where grammar, spelling and syntax are laid waste for accessibility, speed and ease of use. I hope this paper will address issues of text to talk codeswitching and if this has adverse effects on bilingual speakers and English acquisition. Based on my research, that even though bilinguals code-switch more often in mixed environments, bilinguals are less likely to code-switch during a talk to text, with those who share the same native language, than monolinguals who communicate using English. Even though technology has driven English language to a different form of use, grammar and syntax, while being engaged in talk to text, technology and code-switching has not influenced bilinguals as much as one might think, rather everyday use in culturally diverse situations conditions bilinguals to code-switch and not technology.
References
Ahmad, J. (2014). Texting tyles of EFL / ESL teachers in Saudi universities: Cultural perspectives. International Journal of English Linguistics; Vol. 4, No. 6; 2014
ISSN 1923-869X E-ISSN 1923-8703 Retrieved December 1, 2015 from http://www.ccsenet.org/journal/index.php/ijel/article/viewFile/42629/23310
Auer, P. (Ed.). (1999). Code-Switching in Conversation. Florence, KY, USA: Routledge.
Retrieved December 1, 2015 from http://www.ebrary.com
Blackburn, A. (2013). A study of the relationship between code switching and the bilingual advantage: evidence that language use modulates neural indices of language processing and cognitive control. Retrieved October 27, 2015 from (http://search.proquest.com/docview/1493850293?accountid=1230