Motivations for code-switching among Arabic-French bilinguals in Morocco

Bentahila, Abdelâli

doi:10.1016/0271-5309(83)90003-4

Cited by 38 publications

(36 citation statements)

References 3 publications

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“…This type of switches has been identified in a number of studies on bilingual CS (e.g. Gumperz 1982;Bentahila 1983). According to Gumperz, such a repetition "may serve to clarify what is said, but often they amplify or emphasize the message" (1982:78).…”

Section: Patterns Of Switching To Samentioning

confidence: 92%

“…For example, codeswitching is used as a mechanism for identity negotiation, situational marking, social-group membership, upward mobility, social solidarity, listener accommodation, face management, discursive salience, and linguistic economy (Bentahila 1983;Auer 1988;Myer-Scotton 1993;Giles & Powesland 1997;Gal 1988;Bhatt & Bolonyai 2011).…”

Section: B a C K G R O U N Dmentioning

confidence: 99%

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The sociolinguistic functions of codeswitching between Standard Arabic and Dialectal Arabic

Albirini¹

2011

Lang. Soc.

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This study examines the social functions of codeswitching (CS) between Standard Arabic (SA) and Dialectal Arabic (DA). The data came from thirty-five audio and video recordings in the domains of religious lectures, political debates, and soccer commentaries. The findings suggest that speakers create a functional division between the two varieties by designating issues of importance, complexity, and seriousness to SA, the High code, and aligning less important, less serious, and accessible topics with DA, the Low code. The CS patterns therefore reproduce the unequal socialvaluesand distribution of SA and DA in the Arabic sociolinguistic landscape and simultaneously call for a reconceptualization of the notion of diglossia as presented in Ferguson's (1959) work. Other functions of CS as a marker of speakers' attitudes and as an index of pan-Arab or Muslim identities are discussed. (Arabic, bidialectal codeswitching, High/Low dichotomy, functional diglossia, identity, language attitudes)*

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Section: Patterns Of Switching To Samentioning

confidence: 92%

Section: B a C K G R O U N Dmentioning

confidence: 99%

The sociolinguistic functions of codeswitching between Standard Arabic and Dialectal Arabic

Albirini¹

2011

Lang. Soc.

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“…This is true mainly when the local languages are unwritten, or have not been "adapted" to the new scientific and technological developments. Thus speakers rely on borrowing if they lack some lexical terms (Bentahila, 1983). Comparable linguistic behaviour are noted amongst Tunisian business speakers who claim that business discussions are topic constrained and that CS to French is prerequisite to discussing or naming technical and scientific items (Bach Baoueb, 2009).…”

Section: Cs For Lack Of Lexical/technical Items In L1mentioning

confidence: 96%

“…And, no, well, yes, isn't it?, but, and so on) and are used to ensure participation, reflect a relationship of cause and effect or signal a contrast (Myers-Scotton, 1993;Nortier, 1990;Toribio, 2001). A sequential switch is a convergence process adopted by a speaker to follow the addressee's last switch (Bentahila, 1983;Burt, 1992). The focus on the linguistic switches is not intended to deny its interdependence and its dynamic interchange with situational and stylistic motivations for CS but rather to complement them (Bach Baoueb, 2007).…”

Section: Tunisian Emss' Motivations For Code Switchingmentioning

confidence: 99%

Code Switching in the Classroom: A Case Study of Economics and Management Students at the University of Sfax, Tunisia

Baoueb

Toumi

2012

Journal of Language, Identity & Education

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This case study explores the motivations for code switching (CS) in the interactions of Tunisian students at the faculty of Economics and Management in Sfax, Tunisia. The study focuses on students' (EMSs) classroom conversations and out-of-classroom peer interactions. The analysis of the social motivations of EMSs' CS behaviour shows that classroom conversations are teacher controlled and that CS instances are mostly uttered for clarification or to enhance participation. The switches are motivated by the students' low abilities in French enhanced by the unstable linguistic situation of Tunisia after the Arabisation process. However, out-of-classroom conversations are mostly uncontrolled, unless in the presence of out-group members. All types of CS encountered explain the motivations for the emergence of an unconscious monolect as a means of interaction among in-group members. This monolect is set to achieve communicative goals where more importance is given to the message and less significance to the code.

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“…Current research in the field of multilingual education shows that alternated, flexible and integrated use of languages within the language classroom is beneficial for language learning (Garcia and Li, 2014;Jones and Lewis, 2014;Cenoz and Gorter, 2015). Investigations of codeswitching in foreign language classrooms focus mainly on learner initiated codeswitching patterns and refer to learners' inefficiency in foreign language production (Bentahila, 1983;Poulisse, 1997;Dewaele, 2001;Poulisse and Bongaerts, 1994). Similarly, Lüdi (2003) points out that students use their first language as a compensation strategy to get around communicative stumbling blocks.…”

Section: The Most Obvious Sign Of Multilingual Language Use: Codeswitmentioning

confidence: 99%

EFL classroom interaction from a multilingual perspective within the Transylvanian school context

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Motivations for code-switching among Arabic-French bilinguals in Morocco

Cited by 38 publications

References 3 publications

The sociolinguistic functions of codeswitching between Standard Arabic and Dialectal Arabic

The sociolinguistic functions of codeswitching between Standard Arabic and Dialectal Arabic

Code Switching in the Classroom: A Case Study of Economics and Management Students at the University of Sfax, Tunisia

EFL classroom interaction from a multilingual perspective within the Transylvanian school context

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