Two codes or one? The insiders' view and the description of codeswitching in Dakar

Swigart, Leigh

doi:10.1080/01434632.1992.9994485

Cited by 140 publications

(30 citation statements)

References 9 publications

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“…But this under-reporting is hardly surprising. As Swigart (1992) observed in his study of the linguistic situation in Senegal, it was possible that those respondents who said they spoke only one or the other of the local languages at home actually often code-switched and/or code-mixed without being aware of such a linguistic practice.…”

Section: Languages Spoken With Family Members At Homementioning

confidence: 91%

I own this language that everybody speaks

Ofori

Albakry

2012

EWW

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Based on interviews conducted in ten Catholic churches of the Ghanaian capital, Accra, the paper offers a profile of English use in Ghana and reports on the attitudes of Ghanaians toward English as the official language of their country. The results reveal the influential role English plays in the different settings of Ghanaian communication as well as the high esteem afforded to the English language by the majority of Ghanaian respondents. Most of them cited the numerous benefits that English, as a language of wider communication, brings to the individual speaker and the country.

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Section: Languages Spoken With Family Members At Homementioning

confidence: 91%

I own this language that everybody speaks

Ofori

Albakry

2012

EWW

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“…In other contexts, this is known as the 'base language' issue (e.g. Auer 2000;Swigart 1992). With respect to the question of what code is switched from in bilingual classroom talk, current accounts of CS in the classroom divide into two main categories.…”

Section: Code-switching (Cs) In the Classroom: What Is Switched From?mentioning

confidence: 99%

‘Medium of instruction’ vs. ‘medium of classroom interaction’: language choice in a French complementary school classroom in Scotland

Bonacina

Gafaranga

2011

International Journal of Bilingual Education and Bilingualism

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The aim of this paper is to account for language choice and alternation phenomena we have observed in a French complementary school classroom in Scotland. In this classroom, talk can be conducted in French (the official medium of instruction), in English (the other language in contact) and in both French and English. A critical review of the literature has revealed that current studies of bilingual classroom talk are conducted either from a 'local order' perspective or from an 'overall order' perspective. While the local order perspective is indifferent towards the phenomena we have observed in the target classroom, the overall order perspective can account only for part of the data, namely, cases where talk is conducted in the medium of instruction. Therefore, drawing on ethnomethodology and conversation analysis, this paper suggests an alternative view. Building on Gafaranga, we demonstrate that the notion of 'medium of classroom interaction' is a more appropriate 'scheme' for the interpretation of the bilingual practices we have observed.

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“…Similarly, if a bilingual's grammar existed (Sankoff & Poplack 1980;Swigart, 1992), the question is why, unless the two monolingual grammars are recovered, this grammar is never recovered after aphasia.…”

Section: Insights From Neurolinguistic Studies Of Bilingual Aphasicsmentioning

confidence: 95%

Lezi zilimi zifakazelwe e-Afrika

Kamwangamalu

1997

South African Journal of Linguistics

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While most linguists agree that code-switching is rule-governed, the issue has often been raised whether a bilingual speaker has internalized one, two, or three grammars; and whether the rules that govern the code-switching (CS) of the grammars in contact, say G(rammar)l and G(rammar)2, are drawn from GI, from G2, from both GI and G2, or from a third grammar, say G(rammar)3, which is sometimes called the 'bilingual's grammar' or 'super grammar'. Drawing on code-switching in EnglisMFrench with selected African languages and on insights from neurolinguistic studies of bilingual aphasics, I argue that though CS is a product of the interaction between the participating grammars, in the African context it is governed mainly by the morphosyntactic structure rules of the matrix language, that is, the African language with which English/ French is code-switched. Therefore, there is no need to posit a third grammar, a bilingual's grammar, from which codeswitching is generated.Lezi zilimi zifakazelwe e-Afrika. Iningi IeZazi zezilimi zivumelana ngokuthi ukuxutshwa kwezilimi kulawulwa ngumthetho othile, udaba olusematheni wumbuzo wokuthi umuntu okhuluma izilimi ezimbaxa zihlanganisa uhlelo olulodwa, izinhlelo ezimbili noma ezintathu; nokuthi ngabe le mithetho elawula ukuxutshwa kwezilimi zezinhlelo ezithintanayo, njengokuthi uhlelo 1 (GI) nohlelo 2 (G2) zisuselwe kuhlelo 1, uhlelo 2, zombili izinhlelo u-1 no-2, noma ohlelweni Iwesithathu, njengokuthi uhlelo 3, ngesinye isikhathi olwaziwa ngokuthi yi-bilingual's grammar noma uhlelo lwezilimi ezimbaxa noma uhlelo oluphakeme kunezinye (super grammar). Uma kubukwa ukuxutshwa kwezilimi zesiNgisi nesiFulentshi nezomdabu ezikhethiwe kanye nolwazinzulu olutholakala ezifundweni eziphathelene ne-neurolinguistic. Umbono wami ukuthi noma ukuxutshwa kwezilimi (CS) kungumphumela wokuxhumana phakathi kwezinhlelo ezincintisanayo, ngokwase Afrika kulawlwa ikakhulukazi yimithetho ye-matrix language mayelana nesakhiwo samagama kanye nokuxhumana kwamagama emishweni, okusho ukuthi, ulimi lomdabu oluxutshwa nesiNgisi kanye nesiFulentshi. Ngakho-ke, asikho isidingo sokufaka uhlelo lwesithathu, ohlelweni olumbaxambili, lapho kususelwa khona ukuxutshwa kwezilimi.

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Two codes or one? The insiders' view and the description of codeswitching in Dakar

Cited by 140 publications

References 9 publications

I own this language that everybody speaks

I own this language that everybody speaks

‘Medium of instruction’ vs. ‘medium of classroom interaction’: language choice in a French complementary school classroom in Scotland

Lezi zilimi zifakazelwe e-Afrika

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