Cantonese‐English code‐switching research in Hong Kong: a Y2K review

Li, David C. S.

doi:10.1111/1467-971x.00181

Cited by 116 publications

(77 citation statements)

References 20 publications

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“…Instead, they appropriate English into Cantonese through code-mixing, code-switching, and the use of loanwords (cf. Pennington, 1996& 1998, and Li, 2002. Although the linguistic culture of Hong Kong tends to be conservative, the community is dynamic, innovative and flexible in many different ways.…”

Section: Tsui and Bunton)mentioning

confidence: 99%

Hong Kong English: A stillborn variety?

Pang¹

2003

English Today

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For a distinctive variety of English to subsist and be acknowledged in Hong Kong, localization is not enough. Indigenization through general acceptance is also necessary, but will not easily be forthcoming, regardless of the claims and assertions of linguists in Hong Kong or elsewhere regarding the existence of a distinctive ‘Hong Kong English’. In addition, Hong Kong teachers of English will not accept or adopt distinctive local usages in their classrooms, regardless of the everyday use of such usages. The sociolinguistic situation is increasingly triglossic, in terms of the three languages Cantonese, Putonghua, and English, each of which has distinct functions in terms of Hong Kong, mainland China, and the world at large. A dominant ideology of linguistic purism impels people to seek outside standards with regard to both English and Putonghua, and to deny that there is a viable local variety of English, despite the length of time that the language has been used in Hong Kong.

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Section: Tsui and Bunton)mentioning

confidence: 99%

Hong Kong English: A stillborn variety?

Pang¹

2003

English Today

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“…These include studies on code-switching between English and Swahili at the University of Dar es Salaam (Shartiely 2013), on code-switching between Arabic and English at the University of Khartoum in Sudan (Taha 2009), on code-switching between Cantonese and English at the Hong Kong Institute of Education (Li 2008), and on code-switching between Estonian and Russian at Tallinn University (Zabrodskaja 2007(Zabrodskaja , 2008(Zabrodskaja , 2009). Other studies have been conducted on code-switching between Xhosa and English at the University of the Western Cape (Banda 2007), and on code-switching between Rwandese and English at the National University of Rwanda (Kagwesage 2013).…”

mentioning

confidence: 99%

Code-switching in university classroom interaction: A case study of the University of Dar es Salaam

Shartiely¹

2016

SPILPLUS

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Code-switching, a common linguistic practice among multilingual speakers, occurs when a speaker alternates between two or more language varieties in a single conversation. This phenomenon manifests itself in diverse ways and to achieve different goals. It may occur within or between sentences; it may signify social aspects such as identity or solidarity among people who share values; and, as this paper demonstrates, it may serve instructional purposes. This paper examines the alternating use of English and Swahili in lectures at the University of Dar es Salaam in the context of Tanzania's language-in-education policy, which makes English the sole language of teaching and learning in higher education. The data comprise eight recorded lectures and interviews with the lecturers teaching first-year students in the departments of Political Science and Public Administration (PSPA) and Sociology and Social Anthropology (SSA). The study was premised on the assumption that lecturers are likely to make marked language choices consciously or unconsciously with firstyear students because they are new to the university's English spoken register. The primary objective of this particular paper is to identify, describe, document and analyse the types of code-switching that lecturers used during lectures. A discourse analysis (DA) approach facilitated the identification and analysis of the lecturers' code-switching. The findings indicate that lecturers used inter-and intrasentential code-switching to engage with students, to translate concepts, to explain, to manage students' behaviour, and to advise or encourage students. This paper broadens our understanding of individual and societal multilingualism and how lecturers manage it in the context of higher education in Tanzania. It highlights practical issues of English language usage in Tanzanian higher education as an instance of the use of English as an academic lingua franca in contexts where a local language dominates practically all other spheres of the speakers' lives.

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“…Previous studies (e.g. Li, 2000) investigated characteristics of code-mixing in the generic sense without considering the possibility of variations between speakers. We propose that speakers of disparate proficiency levels in the embedded language (L2) could demonstrate different forms of code-mixing.…”

Section: Phonological Changes In Code-mixingmentioning

confidence: 99%

“…Most Hongkongers are at least bilingual and speak Cantonese and English, not accounting for their levels of proficiency. It seems inevitable for Cantonese English as a second language (ESL) learners to insert English words in their Cantonese speeches or conversations for various motivations Among these studies on Cantonese-English code-mixing in Hong Kong, Luke (1998) and Li (2000) discussed the phenomenon of code-mixing from sociolinguistic viewpoints to account for Cantonese speakers' conversational motivations underpinning code choices. Specifically, both scholars wrote that the 'Hong Kong accent of English' was held in low regard, withno societal basis for a nativizedvariety of English in Hong Kong.…”

Section: Introductionmentioning

confidence: 99%

Phonological Changes in Cantonese-English Code-Mixing for ESL Learners in Hong Kong and Their Attitudes Toward Code-Mixing

Tzi¹,

Hsueh²

2016

The Journal of AsiaTEFL

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The purposes of this study were (a) to identify how ESL learners make phonological changes inEnglish words in a code-mixing context; and (b) to examine ESL learners' attitudes toward Cantonese-accented English and code-mixing in the classroom setting. Two groups of learners with high proficiency (HP) and mid-level proficiency (MP) were recruited to participate in the research. A specially designed codemixed script, an English translated version, and a list of isolated English words served as the tasks for collecting phonological data. A questionnaire survey was then used to examine participants' opinions on code-mixing and its effects on pronunciation learning. The results showed that HP and MP learners pronounced numerous words similarly in a Cantonese-accented manner; however, MP learners were less likely to switch back to the correct pronunciation when the context of code-mixing was changed to pure English or when given a list of isolated English words. The survey results found that MP learners tended to be slightly more positive toward Cantonese-accented English and the use of a mixed code in English as a medium of instruction classrooms. Nonetheless, the use of code-mixing was less preferred in English lessons for learners of both groups. More HP learners considered Cantonese-accented English as a symbol of identity as Hongkongers than MP learners.

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Cantonese‐English code‐switching research in Hong Kong: a Y2K review

Cited by 116 publications

References 20 publications

Hong Kong English: A stillborn variety?

Hong Kong English: A stillborn variety?

Code-switching in university classroom interaction: A case study of the University of Dar es Salaam

Phonological Changes in Cantonese-English Code-Mixing for ESL Learners in Hong Kong and Their Attitudes Toward Code-Mixing

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