Borrowing or Code-switching? Traces of community norms in Vietnamese-English speech

Nguyen, Li

doi:10.1080/07268602.2018.1510727

Cited by 7 publications

(2 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The next distinction to be made is that between code-switching and borrowingthe subject of a longstanding debate in code-switching research. Some researchers have proposed that code-switching and borrowing are essentially similar phenomena lying along the same continuum of language contact, evolving from code-switches to established borrowings (Gardner-Chloros 2009;Myers-Scotton 1993;Treffers-Daller 2005;Winford 2003Winford , 2009, while others believe that they are distinct processes (Aaron 2015;Nguyen 2018;Poplack 1980;Torres Cacoullos and Travis 2018). Whether or not they need to be differentiated, and if so how, remains largely controversial.…”

Section: Code-switching Vs Borrowingmentioning

confidence: 99%

“…Code-switching is typically considered more prolific in speech than in writing (Gardner-Chloros 2020), but the costs and labour involved in building a speech corpus are far more significant (Caines et al 2016). This means CSW data is generally scarce, and of those speech corpora available, most are community-based involving simultaneous/highly skilled bilinguals (e.g., Clyne 2003;Nguyen 2018;Torres Cacoullos and Travis 2018). Furthermore, the language-specific nature of code-switching and the labour-intensive process of building these corpora also means that datasets are often small, niche and difficult to combine and compare.…”

Section: Datamentioning

confidence: 99%

See 1 more Smart Citation

Building Educational Technologies for Code-Switching: Current Practices, Difficulties and Future Directions

2022

Self Cite

View full text Add to dashboard Cite

Code-switching (CSW) is the phenomenon where speakers use two or more languages in a single discourse or utterance—an increasingly recognised natural product of multilingualism in many settings. In language teaching and learning in particular, code-switching has been shown to bring in many pedagogical benefits, including accelerating students’ confidence, increasing their access to content, as well as improving their participation and engagement. Unfortunately, however, current educational technologies are not yet able to keep up with this ‘multilingual turn’ in education. and are partly responsible for the constraint of this practice to only classroom contexts. In an effort to make progress in this area, we offer a data-driven position paper discussing the current state of affairs, difficulties of the existing educational natural language processing (NLP) tools for CSW and possible directions for future work. We specifically focus on two cases of feedback and assessment technologies, demonstrating how the current state of the art in these domains fails with code-switching data due to a lack of appropriate training data, lack of robust evaluation benchmarks and lack of end-to-end user-facing educational applications. We present some empirical user cases of how CSW manifests and suggest possible technological solutions for each of these scenarios.

show abstract