Options
Language choice and codeswitching : a case study of four bilingual female students
Author
Azlin Juman
Supervisor
Lubna Alsagoff
Schaetzel, Kirsten
Abstract
Codeswitching is the alternating use of two or more languages within a single discourse. This study examines language choice and the functions and motivations of codeswitching in the conversations of a group of four bilingual English-Malay secondary school female students within the school setting. It looks at how codeswitching is used as a resource for these bilinguals to achieve their communicative goals as well as to define their interpersonal relationships within their peer group.
Data, based on transcribed recorded conversations at the canteen and the classroom, is analysed using Gumperz' Functional Typology of Codeswitching (1982) and Myers-Scotton’s Markedness Model (1993) and Rational Choice Theory (1998, 2001).
The study found that English is the language overwhelmingly used in the classroom while Malay is the language most preferred at the canteen. The subjects also alternated frequently between English and Malay at the canteen and during their off-task talk in the classroom.
The significant presence of codeswitching at both settings suggests that switching between English and Malay is the norm for the subjects, making codeswitching characteristic of the subjects' in-group interactions. Alternating between two languages within a conversation is the subjects’ way of expressing their dual identities. The language choices of the subjects at both settings indicate that they know the importance and necessity of speaking English within the school environment. At the same time, they also positively evaluate their Malay ethnicity as it is a salient criterion of their group membership and a language of solidarity and intimacy. With two languages at their command, the subjects are able to negotiate both identities.
Interjections and Personalization versus Objectivization serve as the two most popular functions of codeswitching based on Gumperz’ functional typology (1982). Subjects codeswitch to express their emotions more effectively or to fill lexical gaps. Expressing their personal and subjective views in a different code from the current one is also more effective. Codeswitching provides a stylistic resource as the subjects have more than one language at their disposal.
Analysis on codeswitching motivations based on Myers-Scotton's Markedness Model (1993) reveals that the subjects use codeswitching as a Sequential Unmarked Choice, as an Unmarked Choice Itself and as a Marked Choice.
Myers-Scotton's Rational Choice Theory (1993, 2001) provides further explanation to the motivations of codeswitching. The framework provides more indepth explanations as to why choices are made based on the speaker’s rational calculation of which choice offers the greatest benefit within the interaction. The findings reveal that the subjects code switch to accomplish their communicative goals such as dominating a conversation, imposing one’s view on the other subjects, re-expressing a personal stance and achieving communal consensus. Ultimately, what determines language choice is the speaker’s motivations.
Data, based on transcribed recorded conversations at the canteen and the classroom, is analysed using Gumperz' Functional Typology of Codeswitching (1982) and Myers-Scotton’s Markedness Model (1993) and Rational Choice Theory (1998, 2001).
The study found that English is the language overwhelmingly used in the classroom while Malay is the language most preferred at the canteen. The subjects also alternated frequently between English and Malay at the canteen and during their off-task talk in the classroom.
The significant presence of codeswitching at both settings suggests that switching between English and Malay is the norm for the subjects, making codeswitching characteristic of the subjects' in-group interactions. Alternating between two languages within a conversation is the subjects’ way of expressing their dual identities. The language choices of the subjects at both settings indicate that they know the importance and necessity of speaking English within the school environment. At the same time, they also positively evaluate their Malay ethnicity as it is a salient criterion of their group membership and a language of solidarity and intimacy. With two languages at their command, the subjects are able to negotiate both identities.
Interjections and Personalization versus Objectivization serve as the two most popular functions of codeswitching based on Gumperz’ functional typology (1982). Subjects codeswitch to express their emotions more effectively or to fill lexical gaps. Expressing their personal and subjective views in a different code from the current one is also more effective. Codeswitching provides a stylistic resource as the subjects have more than one language at their disposal.
Analysis on codeswitching motivations based on Myers-Scotton's Markedness Model (1993) reveals that the subjects use codeswitching as a Sequential Unmarked Choice, as an Unmarked Choice Itself and as a Marked Choice.
Myers-Scotton's Rational Choice Theory (1993, 2001) provides further explanation to the motivations of codeswitching. The framework provides more indepth explanations as to why choices are made based on the speaker’s rational calculation of which choice offers the greatest benefit within the interaction. The findings reveal that the subjects code switch to accomplish their communicative goals such as dominating a conversation, imposing one’s view on the other subjects, re-expressing a personal stance and achieving communal consensus. Ultimately, what determines language choice is the speaker’s motivations.
Date Issued
2007
Call Number
P115.3 Azl
Date Submitted
2007