REASONS OF CODE SWITCHING AT UNIVERSITY LEVEL

Code-mixing is an interesting and useful device of communication. Code-mixing is very common in Radio Jockey speech. Tomato FM is one of the private FM channels in Kolhapur city. The present paper analyses the way Radio Jockeys on Kolhapur Tomato FM channel mix words, phrases, clauses and sentences in their speech. Programmes on Tomato FM have catchy names. This is reflected in the tag line of the channel-'Tomato FM 'ekdam fresh' (so fresh). The paper classifies embedded words into different word classes like, nouns, verbs, adjectives, adverbs, functional words, etc., and also uses quantitative analysis to understand the phenomenon of code-mixing.

The purpose of this study was to investigate the functions of code-switching (CS) in six hours tape-recorded speech included speakers of Jordanian Arabic (JA) on Jordan Television. The findings indicated that quotation; interjection; reiteration; message qualification and Personification vs. objectification were
functions that CS fulfilled in these conversations. The interjection" function was found the commonest one in CS of JA speakers especially the females. The paper suggested further investigation of the functions of CS in daily conversations in Jordan.

This paper is generally a review of the literature written over the subject of English for Specific Purpose (ESP). In the first section, I went through the diachronic development of ESP in order to cover the evolution of its definition. In a second part, the different areas of ESP were discussed followed by a third section that provides a general overview of the future directions in the field. The final part of this paper is about the status of ESP in the Tunisian context.

The collection of the preceding contributions to this volume are evidence of the multiple challenges faced by students and teachers-practitioners in South Africa’s linguistically and culturally diverse classrooms. Chief amongst them is the inadequate development of many students’ literacy and academic language proficiency, manifested in dismal reading scores and matriculation results. While challenges inherent in multilingual classrooms are a staple of schools throughout the world, one uniqueness of the South African scenario resides in many students’ having to switch to new languages of instruction at successive levels of their education.
This concluding chapter commences with a succinct portrayal of the language policies in the country and its education system, and a critical synthesis both of the multiple transitions during the scholastic process and the educational challenges inherent in the system. The subjective selection of issues deemed most vital and critical in the education landscape of the Motherland will then expand into a discussion of school realities and challenges that are not exclusive to South Africa, but which are experienced by all countries and educational institutions bringing together people from diverse cultural and linguistic backgrounds.
Since this is by no means a given in mainstream language policies and practices, we shall subsequently present the rationale behind the maintenance, development, and principled in-class use of students’ home (and other) languages and dialects. Such considerations beg the question of an appropriate course of action. One that naturally presents itself as well-suited in this context is the theoretical stance, set of communicative practices, and pedagogical approach that have collectively been referenced under the umbrella term of translanguaging. The philosophy is explicated, followed by proposals of compatible techniques and strategies for linguistically diverse classrooms, as well as a set of additional recommendations which, whilst not pertaining to the translanguaging ideology per se, are believed to be potentially relevant to and beneficial for South African and other heteroglossic classroom contexts.
Although the concept of translanguaging has now gained world recognition and popularity in the scholarly literature and among teachers ‘on the ground’, its interpretation and implementation are by no means without problems and limitations. The chapter concludes with recommendations of critical, reflective plurilingual pedagogies that always take into account the circumstances and ecologies of the classroom and the subjectivities of the students.

The study is concerned with Russian-Estonian bilingual language use. It is based on recorded interviews with eighteen Russian-speaking first year students of Tallinn University, the questionnaire on self-report of language use and spontaneous everyday language practices. It seems that Peter Auer’s model From codeswitching via mixing towards fused lects that combines the conversational and grammatical points of view is the most appropriate for analysis of the students’ Estonian Russian language(variety).
The main focus of research is on convergence in Russian sentences, most frequent lexical borrowing of Estonian items into Russian and the use of Estonian pragmatic particles in monolingual Russian speech.
It is shown how the various levels of language work together to achieve convergence of two systems. Estonian pragmatic particles in Russian speech are used to express politeness, solidarity, emotions, irony etc. Special attention is also paid to double marking of certain grammatical features by functionally equivalent but structurally divergent strategies.
These issues are considered in relation to the emergence of a new Estonian Russian fused lect.

Code-switching (CS) is a communicative strategy used by ESL bilingual teachers to teach English as a second language to non-native English speakers. Based on quantitative analysis of transcribed data from thirty ESL teachers at Pakistani universities, the present study examined the influence of code switching (CS) on ESL learners in Pakistan, exploring in particular the impact of CS on and teacher attitude towards CS in ESL instruction. The findings of the study indicate significant use of code-mixing and frequency of mixing words, phrase and the smallest unit of one language into another language. Furthermore, the findings suggest that CS is frequently used by the ESL teachers. The study also highlights that common nouns are followed by proper nouns, adjectives, verbs and abbreviations, with the most significant words used during instantiation of CS in the data comprising lexical items, phrases, compound words, and encouraging words. Thus, this study suggests that CS is used to facilitate the comprehension and participation of the bilingual learners.

This study attempted to find the code mixing as expressed in Ilocano and Tagalog dialects. The main objective of this study is to (1) determine the perceptions of the students and teachers-respondents to code and code mixing, (2) the students and teachers-respondents expressions of ideas using Ilocano and Tagalog dialect in code mixing, and (3) to know the students and teachers-respondents reasons of using code-mixing in expressing ideas. This study was conducted at Patria Sable Corpus College, Calao West, Santiago City, Philippines which attests the philosophy and objectives of the research study. To gather the pertinent data, qualitative approach was used, specifically an interview-questionnaire was administered to the teachers and students-respondent.

Keywords: code switching, Ilocano, Tagalog , dialect, expression

... Ehala, M. (forthcoming-b), 'Transfer, hybridization and analogy in L2 usage: The case of Estonian object marking', International Journal of Bilingualism, Special issue on Transfer, Guest editors Jeanette Sakel and Jeanine Treffers-Daller. ...

The study highlights English code-switching in Punjab Urdu textbooks. The research aims at finding and categorizing Urdu-English code-switches. Another rationale behind the study is to present Urdu equivalents of the switches from an Urdu-English dictionary; for instance, adakar for actor and sayyah for tourist. Textbooks of 5th, 6th, 9th and 10th class are selected for data collection and analysis. A number of instances are observed at morpheme, word, phrase and clause levels. Data is analyzed qualitatively. The data analysis shows switches at all the mentioned levels. The researchers propose a revision of the existing textbooks in the light of the given equivalents and a careful scrutiny of the compilation of future textbooks to preserve the purity of Urdu language.

The study highlights English code-switching in Punjab Urdu textbooks. The research aims at finding and categorizing Urdu-English code-switches. Another rationale behind the study is to present Urdu equivalents of the switches from an Urdu-English dictionary; for instance, adakar for actor and sayyah for tourist. Textbooks of 5th, 6th, 9th and 10th class are selected for data collection and analysis. A number of instances are observed at morpheme, word, phrase and clause levels. Data is analyzed qualitatively. The data analysis shows switches at all the mentioned levels. The researchers propose a revision of the existing textbooks in the light of the given equivalents and a careful scrutiny of the compilation of future textbooks to preserve the purity of Urdu language.

The increased use of Estonian both out- and in-group among the Russian-speaking students makes their Russian morphologically, phonologically and structurally more similar to Estonian. The transferred items under consideration involve both the overt use of Estonian-language lexical material (encompassing ‘code-switching’ or ‘borrowing’) and of Estonian morphosyntactic patterns (‘convergence’), i.e., when not a single Estonian-language item is employed but the underlying structure is clearly Estonian. Collected data will be discussed in the light of transfer theory (Jarvis and Pavlenko 2008), contact-induced transfer (Heine and Kuteva 2005), and matter and pattern manifestations (Matras and Sakel 2007).