Rina Raichlin

The Hebrew University of Jerusalem, English, Faculty Member

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Rina Raichlin has received her PhD from Bar Ilan University, Israel. Her main interest include bilingualism, child codeswitching, second and foreign language learning, motivation and attitudes in EAP (English for Academic Purposes) learning.

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Papers by Rina Raichlin

Some wheres and whys in bilingual codeswitching: Directionality, motivation and locus of codeswitching in Russian-Hebrew bilingual children

International Journal of Bilingualism, 2018

Aims and objectives: Differences in directionality, motivations and locus of codeswitching have b... more Aims and objectives: Differences in directionality, motivations and locus of codeswitching have been reported for children’s codeswitching, but these constructs have not been subjected to experimental study in order to examine how they may interact. This study investigated these variables in bilingual preschool children’s codeswitching. Methodology: Thirty-two Russian-Hebrew bilingual children (mean age 6;3) performed two tasks: Retelling of narratives manipulated for setting/topic and listener and Conversation with a bilingual adult. Retelling conditions included a Russian story retold to a Hebrew-speaking puppet, a Hebrew story retold to a Russian speaking puppet and a Mixed language story retold to a bilingual puppet. The Conversation task involved responses to questions in Russian, Hebrew and codeswitched speech about holidays and activities at home and in preschool. Data and Analysis: All children’s speech was audio recorded and transcribed using CHILDES conventions for data tr...

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Codeswitching of Russian-Hebrew Bilingual Children

Some wheres and whys in bilingual codeswitching: Directionality, motivation and locus of codeswitching in Russian- Hebrew bilingual children

Aims and objectives: Differences in directionality, motivations and locus of codeswitching have b... more Aims and objectives: Differences in directionality, motivations and locus of codeswitching have been reported for children's codeswitching, but these constructs have not been subjected to experimental study in order to examine how they may interact. This study investigated these variables in bilingual preschool children's codeswitching. Methodology: Thirty-two Russian-Hebrew bilingual children (mean age 6;3) performed two tasks: Retelling of narratives manipulated for setting/topic and listener and Conversation with a bilingual adult. Retelling conditions included a Russian story retold to a Hebrew-speaking puppet, a Hebrew story retold to a Russian speaking puppet and a Mixed language story retold to a bilingual puppet. The Conversation task involved responses to questions in Russian, Hebrew and codeswitched speech about holidays and activities at home and in preschool. Data and Analysis: All children's speech was audio recorded and transcribed using CHILDES conventions for data transcription. Codeswitched utterances were coded for the following: Directionality (Hebrew-to-Russian/Russian-to-Hebrew); Motivation (psycholinguistic/ sociopragmatic); and Locus (intra-utterance/cross-speaker). Results: Overall children produced more codeswitching from Russian to Hebrew and did so more for psycholinguistic motivations (to maintain fluency or to overcome difficulties in lexical access).

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Some wheres and whys in bilingual codeswitching: Directionality, motivation and locus of codeswitching in Russian-Hebrew bilingual children

International Journal of Bilingualism, 2018

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Codeswitching of Russian-Hebrew Bilingual Children

Some wheres and whys in bilingual codeswitching: Directionality, motivation and locus of codeswitching in Russian- Hebrew bilingual children

Aims and objectives: Differences in directionality, motivations and locus of codeswitching have b... more Aims and objectives: Differences in directionality, motivations and locus of codeswitching have been reported for children's codeswitching, but these constructs have not been subjected to experimental study in order to examine how they may interact. This study investigated these variables in bilingual preschool children's codeswitching. Methodology: Thirty-two Russian-Hebrew bilingual children (mean age 6;3) performed two tasks: Retelling of narratives manipulated for setting/topic and listener and Conversation with a bilingual adult. Retelling conditions included a Russian story retold to a Hebrew-speaking puppet, a Hebrew story retold to a Russian speaking puppet and a Mixed language story retold to a bilingual puppet. The Conversation task involved responses to questions in Russian, Hebrew and codeswitched speech about holidays and activities at home and in preschool. Data and Analysis: All children's speech was audio recorded and transcribed using CHILDES conventions for data transcription. Codeswitched utterances were coded for the following: Directionality (Hebrew-to-Russian/Russian-to-Hebrew); Motivation (psycholinguistic/ sociopragmatic); and Locus (intra-utterance/cross-speaker). Results: Overall children produced more codeswitching from Russian to Hebrew and did so more for psycholinguistic motivations (to maintain fluency or to overcome difficulties in lexical access).

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Rina Raichlin

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