Language Mixing and Code-Switching in Writing

Sebba, Mark; Mahootian, Shahrzad; Jonsson, Carla

doi:10.4324/9780203136133

Cited by 180 publications

(19 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other research could explore how students with different language backgrounds and experiences respond to dominant nontarget languages, particularly languages that are less similar to one another. Research could examine whether a link exists between heteroglossic speech practices and the writing practices of multilingual learners of English, a topic that has received less attention in research and has implications for language learning and assessment (Sebba, Mahootian, & Jonsson, ). Scholarship might also further explore teachers’ perspectives on working with students whose languages they have no prior background in.…”

Section: Resultsmentioning

confidence: 99%

Multilingual Interactions and Learning in High School ESL Classrooms

Dávila

2019

TESOL Quarterly

View full text Add to dashboard Cite

This article explores how peer and teacher–student interactions in linguistically diverse high school English as a Second Language (ESL) classrooms produce changes in learners’ uptake of different languages and cultures. Data presented are from a 2‐year ethnography of communication focusing on adolescent multilingual English learners’ language use in three ESL classrooms in the United States. The study participants’ primary languages were French, Lingala, and Tshiluba, and the dominant language spoken by the students in class was Spanish. The data include recordings of peer group classroom interactions, individual and focus group interviews, and field notes from classroom observations. Analyzed through an ecology of language framework (van Lier, 2004) and heteroglossic perspectives on language learning and use (Bakhtin, 1981), the findings reveal a gradual ideological and pragmatic shift among the focal students from resenting the predominant use of Spanish by their teachers and peers during Year 1 of the study to using Spanish words and phrases during Year 2 for two distinct purposes: peer socialization and learning English. The article concludes by highlighting the importance of attending to students’ language experiences to harness metacognitive thinking, critical multilingual language awareness, and linguistic creativity.

show abstract

Section: Resultsmentioning

confidence: 99%

Multilingual Interactions and Learning in High School ESL Classrooms

Dávila

2019

TESOL Quarterly

View full text Add to dashboard Cite

show abstract

“…In addition to these linguistic concepts, there are two key concepts that can be used in the analysis of advertisements from modern-day linguistic theory, namely "presupposition" and "relevance". These two concepts are important because they allow us to see the primary means by which advertisements can communicate much more information than what is explicitly presented in them (See Walker, 2011;Sebba et al, 2011).…”

Section: Linguistic Concepts and Analyses Of Advertisementsmentioning

confidence: 99%

The Language of Consumer Advertising: Linguistic and Psychological Perspectives

El-dali¹

2019

SLL

View full text Add to dashboard Cite

<em>This study examines the consumer advertising which is directed towards the promotion of some product or service to the public. The study, however, is not meant to exhaust all the aspects of this particular discourse, or present an answer to all the problems it poses. Rather, it aims at uncovering the basic elements of the most pervasive, influential and inescapable discourse of the 21st century; the advertising text. It focuses on the interaction of language, image and layout, and examines advertising persuasive strategies. In doing so, it draws on various linguistic (particularly pragmatic, psycholinguistic and sociolinguistic) theories. In addition, this study provides analyses of some ads, using different ways of interpretations; and ends with a discussion on the interrelationship between culture (schemes) and advertising discourse. In this connection, instances from the Egyptian media, and their analyses are provided, with a view to clarifying some rhetorical categories in Arabic Advertising, and showing that texts construct meaning through interaction with other types of discourse, and inseparable from the culture of the advertising text.</em>

show abstract

“…Indeed, there is growing debate around not only the sociolinguistic question of what counts as a language (or ‘standard’ language), but the meaningfulness of using the term ‘language’ to capture the way in which people use the linguistic resources available to them, a focus brought into relief most obviously in contexts of ‘super‐diversity’ (Blommaert and Rampton ; Vertovec ). The notion of language boundaries is now beginning to be problematized specifically with regard to writing (see Sebba ; Sebba, Mahootian and Jonsson ) and is picked up in this issue in the papers by Blommaert and Deumert and Lexander.…”

Section: The Challenge Of Developing a Language Of Descriptionmentioning

confidence: 99%

The sociolinguistics of writing in a global context: Objects, lenses, consequences

Lillis

McKinney

2013

Journal of Sociolinguistics

View full text Add to dashboard Cite

In this paper, we argue that writing has largely been ignored as a significant empirical object of study in sociolinguistics. Pointing to the consequences of the specific ways in which writing has been positioned historically within sociolinguistics, we discuss the need to re‐imagine writing as an object of study and problematize the dominant lenses through which writing is understood and analyzed. We draw on recent work to illustrate three key challenges that need to be addressed: firstly, to move beyond a default position on writing in terms of ‘standard’ and ‘error’; secondly, to extend the analytic gaze beyond a monomodal orientation towards writing; and thirdly to avoid the privileging of single moments and sites of production. We conclude by giving an overview of the papers in the special issue and the ways in which they seek to reorient sociolinguistics towards the study of writing.

show abstract

Language Mixing and Code-Switching in Writing

Cited by 180 publications

References 0 publications

Multilingual Interactions and Learning in High School ESL Classrooms

Multilingual Interactions and Learning in High School ESL Classrooms

The Language of Consumer Advertising: Linguistic and Psychological Perspectives

The sociolinguistics of writing in a global context: Objects, lenses, consequences

Contact Info

Product

Resources

About