Functions of code switching in multilingual classrooms
Date
2006
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch University
Abstract
The research reported in this paper focuses on the functions of code switching between English and Afrikaans in the classroom interactions of a secondary school in the Western Cape. The data comprising audio recordings of classroom interactions are analysed within the framework of Myers-Scotton’s (1993a) Markedness Model, according to which there are four types of code switching, namely marked, unmarked, sequential unmarked, and exploratory code switching. Within each of these types of code switching, a number of specific functions of code switching in the classrooms observed are identified, such as expansion, clarification, and identity marking. The study concludes that the Markedness Model offers a useful framework within which to analyse types of code switching, and that code switching has a specific functional role to play within multicultural and multilingual classrooms.
Description
CITATION: Rose, S. & van Dulm, O. 2006. Functions of code switching in multilingual classrooms. Per Linguam : a Journal of Language Learning, 22(2): 1-13, doi: http://dx.doi.org/10.5785/22-2-63.
The original publication is available at http://perlinguam.journals.ac.za
The original publication is available at http://perlinguam.journals.ac.za
Keywords
Code switching (Linguistics), Multicultural education, Multilingual education, Markedness (Linguistics), English language -- Markedness, Afrikaans language -- Markedness, Markedness, Education, Secondary -- Western Cape (South Africa)
Citation
Rose, S. & van Dulm, O. 2006. Functions of code switching in multilingual classrooms. Per Linguam : a Journal of Language Learning, 22(2): 1-13, doi: http://dx.doi.org/10.5785/22-2-63