Search

This paper provides a critical review of the state of the art in code-switching research being conducted in linguistics. Three issues of theoretical and practical importance are explored: (a) code-switching vs. borrowing, (b) grammaticality, and (c) variability vs. uniformity, and I take a position on all three issues. Regarding switching vs. borrowing, I argue that not all lone other-language items are borrowings once more subtle measures of integration are used. I defend the use of empirical data to compare competing theoretical frameworks of grammaticality, and I exemplify quantitative research on variability in code-switching, showing that it also reveals uniformity and the possible influence of community norms. I conclude that more research is needed on a range of bilingual communities in order to determine the relative contribution of individual factors, processing and community norms to the variability and uniformity of code-switching.

The author wishes to make the following correction to the paper by [...]

This volume comprises sixteen peer-reviewed selected papers presented at the '45th Linguistic Symposium on Romance Languages' (LSRL), that took place on May 6–9, 2015, at the University of Campinas, Brazil. United by a common goal – the formal analysis of Romance languages –, these papers focus on a wide range of topics in different areas of grammar (phonology, morphology, syntax, semantics, pragmatics, plus interfaces), and in different research domains (L1 grammar, L2 acquisition, variation and change, bilingualism and language contact, code-switching). The Romance languages represented in this volume include Peninsular and American Spanish; European, Brazilian and Mozambican (Maputo) Portuguese; French; Italian and Italian dialects (especially Borgomanerese); and Palenquero, a Spanish-based creole. Most papers assume a comparative approach to the discussed topics. Overall, the papers present new data and new approaches to familiar structures, as well as new developments for less known phenomena.

Publisher Summary This chapter reviews code switching in children's language. In order to investigate code switching in children's language, it is necessary to observe the same child in a number of different speech situations. In listening to the tapes of the children's speech, the generally recognized kinds of language styles that linguists talk about are to be kept in mind. The chapter presents a study to see if children talk in different ways to different people. Infants are selective about whom they talk to at all. Four-year-olds may whine at their mothers, engage in intricate verbal play with their peers, and reserve their narrative, discursive tales for their grown-up friends. By the time they are eight-years old, children have added to the foregoing some of the politeness routines of formal adult speech, baby-talk style, and the ability to talk to younger children in the language of socialization. The details of the emergence of these codes are yet to be elaborated.

Drawing from Dewaele (2010, 2013), this paper seeks to analyse the socio-pragmatics of swearing in face-to-face multilingual conversational encounters and argues that the conversational locus (Auer 1984) of playfulness favours, among others, the co-occurrence of slang and code-switching (CS). Defined by Eble (1996: 11) as an “ever changing set of colloquial words and phrases that speakers use to establish or reinforce social identity or cohesiveness within a group or with a trend or fashion in society at large”, slang is more often than not associated with the speech of youngsters seeking to set up the linguistic boundaries of their in-group. Viewed as a global phenomenon, which is transposed differently in local contexts by young people hailing from different social, cultural and linguistic backgrounds – including, as Zimmerman (2009: 121) notes, dialectal and sociolectal backgrounds – it acts as a marker of symbolic “desire and consciousness of youth alterity”. Such a situation can be endowed with further sociolinguistic complexity in multilingual situations such as Mauritius, where the wide range of available languages endows speakers with an equally fertile repertoire of swear words derived from diverse sources.In keeping with the above, this paper focuses on a series of multi-party recordings carried out between October 2011 and March 2012 and analyses the ways in which the usage of swear words in multilingual contexts can act not only as a reflection of speakers’ communicative competence, but also as an externalisation of their dynamism and creativity. The use of swear words in conjunction with CS is, thus, viewed as being a pragmatically consequential conversational act. Such linguistic versatility appears to be indexical of a reflexive position that youngsters orient themselves to by allowing their linguistic output to be seen as a performance, “involv[ing] on the part of the performer an assumption of accountability to an audience for the way in which communication is carried out, above and beyond its referential content” (Bauman 1975: 293).Key words: code-switching, swear words, multilingualism, Mauritius

Code-switching, a common linguistic practice among multilingual speakers, occurs when a speaker alternates between two or more language varieties in a single conversation. This phenomenon manifests itself in diverse ways and to achieve different goals. It may occur within or between sentences; it may signify social aspects such as identity or solidarity among people who share values; and, as this paper demonstrates, it may serve instructional purposes. This paper examines the alternating use of English and Swahili in lectures at the University of Dar es Salaam in the context of Tanzania’s language-in-education policy, which makes English the sole language of teaching and learning in higher education. The data comprise eight recorded lectures and interviews with the lecturers teaching first-year students in the departments of Political Science and Public Administration (PSPA) and Sociology and Social Anthropology (SSA). The study was premised on the assumption that lecturers are likely to make marked language choices consciously or unconsciously with first-year students because they are new to the university’s English spoken register. The primary objective of this particular paper is to identify, describe, document and analyse the types of code-switching that lecturers used during lectures. A discourse analysis (DA) approach facilitated the identification and analysis of the lecturers’ code-switching. The findings indicate that lecturers used inter- and intra-sentential code-switching to engage with students, to translate concepts, to explain, to manage students’ behaviour, and to advise or encourage students. This paper broadens our understanding of individual and societal multilingualism and how lecturers manage it in the context of higher education in Tanzania. It highlights practical issues of English language usage in Tanzanian higher education as an instance of the use of English as an academic lingua franca in contexts where a local language dominates practically all other spheres of the speakers’ lives.Keywords: code-switching, lectures, language-in-education policy, higher education, multilingualism

Since the 1970s, the phenomenon of code switching has been studied from a variety of theoretical perspectives. From a structuralist perspective, the most important question arising from this extensive study of code switching concerns the nature of the grammatical constraints on code switching. Many such constraints have been proposed, some of the more prominent of which will be discussed below. The main aim of this paper, however, is to provide the reader with an exposition of the Minimalist approach to code switching. Following the exposition of the Minimalist approach to code switching, a study in which the Minimalist assumption concerning the constraints on code switching is empirically evaluated with the aid of South African English-Afrikaans code switching data will be described. Finally, conclusions will be drawn regarding the theoretical and empirical validity of the Minimalist account of the constraints on code switching. As a starting point, however, it is essential to provide both a definition of the term "code switching" as it will be used in this paper, as well as a brief exposition of the differences between code switching and related phenomena such as borrowing, code mixing and interference.

The use of two or more languages in conversation is very common in immigration contexts. When immigrants learn a second language (L2) in their host cultures, the acquisition of the L2 often influences their native languages (L1s). This influence often manifests as language attrition, the non-pathological loss of the native language due to emigration and the related lack of exposure to the mother tongue (Kopke and Schmid 2004:5). Native language retrieval problems can then arise on lexical or structural levels since the L2 lexicon and structure are more readily available to the immigrant speaker. In addition to L1 attrition, L2 language items often get inserted into the L1 speech for socially motivated reasons. Code-switching in immigration contexts is the simultaneous use of, for example, L1 and L2 in discourse, where cultural and social meaning is often attached to the language choice immigrants make (Schely-Newman 1998:97; Scheu 2000:133). The differentiation and combined investigation of code-switching, which is socially motivated, and language attrition, which is predominantly a psycholinguistic issue, is a new and important approach to the analysis of bilingual data. In research so far the one area has hardly taken note of the other (Walters 2005). This article attempts to close the gap identified here as it investigates, in a connected way, functional aspects of code-switching and identifies selected socio-demographic factors that affect immigrants' lexical attrition. It reports on a study that applies a triangulation of qualitative and quantitative methods on a corpus of multilingual interviews with thirty people who had immigrated to Germany from the United States between 1964 and 2001. This paper discusses the overall distribution of occurrences of code-switching and lexical attrition across the corpus and sheds light on how code-switching and lexical attrition correlate with identity-related factors such as English language-related professions, social contact with other Americans and the length of residence in Germany (quantitative approach). On the other hand, it shows how intercultural identities are constructed through the employment of code-switching (qualitative approach). In this paper, I firstly provide a brief theoretical discussion of code-switching and lexical attrition. Secondly, I give a functional analysis of the bilingual language use among Americans living in Germany. Thirdly, I show how extralinguistic, identity-related factors correlate with the bilingual data and I discuss the relevance of distinguishing between code-switching and language attrition in intercultural identity research.

The purpose of this paper is to examine practices of language alternation in email communication among native speakers of Greek and to argue that such practices are a facet of the performative construction of an ‘online’ communicative identity. In the slowly-growing body of literature on linguistic practices in computer-mediated communication (CMC) or computer-mediated discourse (CMD) it is emerging that concomitant aspects of linguistic performance relate to the construction of particular sociolinguistic identities relevant to the medium, or, to adopt a less radical perspective, that sociolinguistic identities typical of face-to-face or written interaction are mediated by the social/communicative practices and norms relevant to, or accruing to, types of CMD. Language alternation features prominently among the mechanisms used in constructing such novel linguistic/social-performative identities. In this context, the research presented in this paper examines the performance of a group of six native speakers of Greek, who are also part of a relatively closely-knit social network. The analysis reveals extensive code-switching between Greek and English, both inter- and intra-sentential, with English covering around 20% of the total of words used. The qualitative analysis shows that expressions of affect and evaluative comments are mostly in English, while Greek is reserved for the transmission of factual/referential information. The data further reveal that extensive style- or register-shifting and mixing is a favored strategy among members of the group; such mixing includes shifting among dialects or sociolects of Greek, the use of other languages, and, notably, the use of constructed words and structures with humorous overtones. This complex type of language play is an overarching feature of the group’s (socio)linguistic performance in asynchronous electronic communication, which may single them out as a localized community of practice. The data highlight the theoretical and methodological necessity for fine-grained accounts of specific types of CMD, which can be tackled not in terms of overarching macro-contextual linguistic and extralinguistic variables, but as dynamic reflexes both of specific participant constellations and of the negotiation of emerging generic norms within localized communities of practice. The paper also presents and discusses a quantitative study of views and attitudes on language alternation expressed by subjects who code-switch systematically on email, in an attempt to gauge the types of metalinguistic awareness involved. It emerges from the quantitative study that users abstract away from ‘phobic’ attitudes towards the use of English and that they treat language alternation as a manifestation of balanced or functional bilingualism, which is furthermore situation-specific and ‘genre’-appropriate.

LANGUAGE CROSSING AND THE PROBLEMATISATION OF ETHNICITY AND SOCIALISATION Ben Rampton This paper begins in Section 1 by noting two processes that have been generally overlooked in sociolinguistics. Firstly, the prevailing approaches to ethnicity have tended to neglect the processes through which individuals can either adopt someone else's ethnicity, or get together with them and create a new one. Secondly, socialization in sociolinguistics is most commonly seen as enculturation into an ingroup, not as a process of learning to like and live with social and ethnic difference. To throw some light on these two processes, the paper turns its focus towards a practice it calls 'language crossing' ('code crossing', 'crossing'). Language crossing involves code alternation by people who are not accepted members of the group associated with the second language that they are using (code switching into varieties that are not generally thought to belong to them). This kind of switching involves a distinct sense of movement across social or ethnic boundaries and it raises issues of legitimacy which, in one way or another, participants need to negotiate in the course of their encounter. A fuller account of the intricate dialectic between language, peer group belonging and ethnic otherness that lies at the heart of language crossing emerges as the paper proceeds. After some methodological preliminaries (Section 2) and an outline of some of the ways in which the multiracial peer group I studied can be considered a community (Section 3), the empirical description of crossing itself begins with an initial emphasis on the way that crossing was integrated with what was shared in peer group culture (Section 4). The following section (Section 5) turns to the way in which crossing processed ethnic division and race stratification within the peer group, and this is further elaborated in the discussion of socialisation in Section 6. Section 7 contains a conclusion which briefly links crossing's treatment of ethnicity with Bourdieu's discussion of doxa, orthodoxv and heretical discourse.

Research indicates that regularly bi/multilingual university students lean on their whole language repertoire whilst they may be writing in a language that is not always their home language (L1). Commonly, many university students are writing in a language that is not always their L1 and accordingly they locate methods to express themselves in their second or third language (L2/L3) efficiently. The cognizance of this paper can be at the impact of code-switching on university students at some point of the writing process. This qualitative study was conducted on university students in Switzerland and Brazil, in which they have been requested to finish a written questionnaire in English. The questions addressed in this paper study the variety of students that use their L1 ‘voice' whilst they may be writing. This paper also looks at the way students use their L1 ‘voice' when they undertake an extended writing task. An analytical tool regarding andragogy was used to research the facts to recognize the complexities that mature writers go through. Bi/multilingual students believe that once they write in English they think in English, however, the facts advocate this is not always constantly the case. In addition to my findings, it appears that L2 students are continuously borrowing words/phrases from their L1 whilst they may be writing in a language that is not always their L1. The implication of this study is to demonstrate lexical transfer that L2/L3 students make at some stage during their writing and that this should be regarded as the lack of exact equivalency in their L1 and not a lack of language proficiency. Finally, this study addresses methods whereby bi/multilingual students may want to use their code-switching to help them in their academic writing.

The Lehesaju Muusika International Music and Poetry Festival in Tartu as a Specific Form of Cultural Mediation and Object of Analysis for Research on Multilingualism. The paper focuses on the multilingual discourse of the Lehesaju Muusika international music and poetry festival, which takes place annually in Tartu, Estonia. Being an international cultural event organised by ethnic minorities, Lehesaju Muusika represents a unique source of empirical data for research on multilingualism. The festival attracts songwriters and performers of the so-called ‘author song’ or ‘bard song’ not only from Estonia, but also from all over the world. The key feature of this genre is the dominance of the text over the music. The spatial organisation of a concert hall represents a specific power constellation within a microsocial structure. Performing artists have the power to decide in which language they perform and address the multilingual audience, while the audience itself has an indirect effect on this decision. The artist’s dialogue with the audience represents a peculiar discursive entity within the discourse of the festival. Code-switching appears to be one of the inherent characteristics of this discursive entity. The present paper summarises some key features of international music and poetry festivals as multilingual cultural events, focusing on the discourse of the Lehesaju Muusika festival. It offers a brief analysis of the audience’s language profile based on the results of a microsociological case study carried out during the latest festival, in 2019. To illustrate the complexity of the multilingual communication during the festival, three situations of code-switching during the performance of an Estonian native speaker in front of the multilingual audience are described and analysed.

Instagram has become one of the most used social-networking websites. In the use of communication, Instagram also provides the user to communicate through picture and video with an addition of caption to explain the media in words. To express oneself on Instagram, some users might use the combination of their first language and English. Thus the phenomena of code-switching occurs. This paper aims to analyse the type and function of code-switching used in one Instagram account, sunnydahye. This paper uses a qualitative approach to provide insights to the problems. The data for this paper is selected by using a purposive sampling method by checking sunnydahye’s Instagram post one by one. From 6 instagram posts taken as the sample, there are 22 sentences identified with a phenomena of code switching. The result of the analysis shows that the type of code-switching which is used most in sunnydahye’s Instagram caption is intra-sentential switching. Meanwhile the function of code-switching which is used most is code-switching as message qualification.

The emergence of “translanguaging” as a concept referring to bilingual practices has challenged the appropriateness of “code-switching” – the term that has been most influential in studies of bilingualism and language mixing. Reassessing the literature on Cantonese-English mixing in Hong Kong, this paper suggests that the kind of spontaneous code-switching in peer talk, largely intra-sentential (or intra-clausal) and intra-turn, can indeed be recast as translanguaging, where speakers transcend language boundaries between Cantonese and English for the purpose of meaning-making. Nevertheless, Hong Kong speakers do constantly draw language boundaries by marking words as English or Cantonese, both in metalinguistic judgment and in real-time language production. Revisiting an unpublished dataset of radio talk, this paper further illustrates a number of sequences in which Cantonese speakers may “languagise” the code-switched words or expressions as “English”. It is concluded that, in a Conversation-Analytic understanding, the difference between “translanguaging” and “code-switching” boils down to “languagising”, and the contrast between the two notions may have been overstated.

Social networking services, such as Facebook, are important channels of communication both for monolingual users and for those having various degrees of proficiency in L2, with the latter deploying expression both from L1 and L2. It can, therefore, be presumed that communication on FB plays a role in practicing the use of L2. One of the phenomena that can be examined in relation to that are various forms of code-switching. There is animmense research gap related to Polish-English code-switching appearing on this SNS. To obtain a full picture of the issue, the paper identifies and discusses types, strategies, and functions of Polish-English code-switches found in posts and comments published by Poles on Facebook in 2014–2019. It also indicates possible applications of FB tools and materials including CS in foreign language teaching and learning and shows how Facebook enables “social learning” (Mallia, 2013). The research is based on a corpus constructed by the author of this article. An integrated approach with both qualitative and quantitative methods of analysis is used in the paper. Three main CS types (intrasentential, intersentential, and tag-switching) and strategies (alternation, insertion, and congruent lexicalisation) have been attested in the material. The code-switches mostly indicate in-group membership but also, for example, introduce humor, quotes, and signal a lack of L1 equivalents. The study points out that there are certain relations between the types, strategies and functions. The resultsof the research are collated with the recent studies on Polish-English and Indonesian-English CS on Facebook.

The paper studies Hausa films language through the analysis of communication strategies, namely figurative language (proverbs, metaphor), Code switching/Code mixing and Coded-language. The paper attempts to demonstrate how the characters’ use of these devices is deliberate, conscious. It shows that proverbs are commonly used as communication strategy not only to “embellish” but also to “convey deeper meaning” (Aduku, 2018) which helps reveal character competence and proficiency in the language. It also discovers that code switching/code mixing is used purposely as a communication strategy to structure speech in film conversation. As for coded message, it reflects a change in handling matters where communication is done in a restricted secret manner through coded message. Also, the examples extracted from the Hausa Film Basaja are to show that for proper understanding of the language, the surface meaning of words is to be examined.

Language has both a social and a cultural significance for a community of speakers. It inevitably undergoes constant changes in order to adapt to the requirements of a particular discursive practice (spoken or written communication, face-to-face or online communication, specialized language, etc.). In addition to this, language is externally influenced by the borrowing of loanwords. Focusing on anglicisms in Norwegian, this paper analyses the use of borrowings and of code-switching in the informal speech of teenagers as it is depicted in the Norwegian teen drama web series ‘Skam’. The gradual acknowledgment of English as an international language paved the way in Norway for the acceptance of this foreign language in various domains, especially in the academia, as a tool for increasing exposure and for internationalization practices. Due to the constant exposure to English both in the academic environment and in informal settings, younger generations in Norway tend to engage more often in language mixing and regard this international language as an essential part of their daily lives. The findings of this paper concluded that in addition to the use of anglicisms, two types of code-switching – inter-sentential and intra-sentential code-switching) – were identified in episodes 9 and 10, season 4, of ‘Skam’. In this line of thought, the use of anglicisms in ‘Skam’ and the code-switching performed are iconic for today’s teenagers, as it testifies for the dominance of the western culture in their daily lives, and explains, at least partly, the wide success of this drama series.

This paper challenges the concept of matrix, base or basic language used in many descriptions and models of insertional code-switching. It proposes an account based on Construction Grammar and usage-based principles. At the heart of the paper is a discussion of four problematic issues of matrix-language approaches: the unitary conception of the notion of language, the generalization that syntactic frames mirror languages, the missing independent evidence for a matrix language and the narrow scope of the models that employ this term. The proposed approach of Bilingual Construction Grammar instead operates with a more complex, usage-based concept of language affiliation and places constructions in the centre of speech production. It thus avoids too coarse global predictions in favour of construction-specific predictions. This way, the matrix-language effect can be reinterpreted as by-product of constructional processing. Instead of using the term matrix language it is thus more appropriate to speak of matrix constructions.

This article takes a sociocultural linguistic approach to code switching in investigating discursive functions of shifts between Standard Japanese and a regional dialect (Iwate Dialect) in women’s activity-centered, naturally occurring interactions. The paper extends previous scholarship to a consideration of how shifts are used for discursive functions such as expressing or seeking alignment; provides support for taking a talk-in-interaction theoretical perspective on code switching; and articulates a basis of support for this theoretical perspective by suggesting a methodological approach that combines close analysis of stretches of talk (DA/CA) with contextual information that informs our understanding of such talk (ethnography of communication). Furthermore, the paper illustrates the intersection of gender, region, and competing language ideologies; and contributes to the lacuna of language-in-use research on dialects in Japan. Excerpts are drawn from a data set of naturally-occurring interactions compiled over two years of fieldwork in Iwate Prefecture, Japan.

The study starts with the definition of local, translocal, and global linguistic context in the digital space. Facebook as a social media platform provides opportunities for everyday digital literacy practices such as code play. Code play allows mixing codes and repertoires usually with a humorous reference. We argue that creative interaction among languages creates the methodological need for a translingual approach besides the traditional code-switching theory to explain online linguistic phenomena. Adopting a netnographic approach, this paper presents two participants’ linguistic history, online linguistic practices, and perceptions of their own digital literacy, exploring their portrayal of (multi)linguistic identity which has local, translocal, and global resonance. The paper exploits possibilities of code play to accomplish communicative goals through code-switching and translingualism with a linguistically diverse audience.

This paper analyses the structure patterns of code-switching quantitatively and qualitatively based on EFL classroom discourse. Through the detailed analysis, the paper finds that there are different structure patterns in which teachers often switch their codes in English classroom. These structure patterns are reflected in different language levels: words and phrases level, clausal and sentence level. The functions of code-switching are determined by those structure patterns that teachers will choose for different purposes in the process of teaching.

Through analysis of a video recording of two bilingual siblings playing with rubber ducks, this article explores the concept that imaginative play can serve as a potential site for language shift. The article argues that the siblings use English as a means to double voice (Bakhtin, M. M. (1981[1963]). The Dialogic Imagination (C. Emerson and M. Holquist). Austin: University of Texas Press) their imaginary narrative, thus transmuting the adult world and demarcating their play from the ongoing interaction with their mother. By triangulating this microinteractional analysis with interviews with the siblings mother and Irish immersion pre-school leader, the paper further argues that the dominance of English in imaginative play may relate in part to the pro-Irish Family Language Policy (FLP) enacted by their mother and the robust Irish language ethos of the pre-school; in other words, the siblings sense of agency is heightened by using English, the language they are not supposed to speak. The paper concludes by discussing the conundrum this explanation poses for language maintenance efforts, as it is only through initiatives such as pro-minority language FLPs and minority language immersion classrooms that children are able to acquire the minority language in the first place. First and foremost, I would like to thank Mia and her daughters for taking part in this study. Also, my deepest gratitude to Orlaith Ruiséal for all her help and to Dr. Eílis Flanagan for our many stimulating discussions on imaginative play together. This research was made possible by an Irish Research Council Government of Ireland Postdoctoral Fellowship (GOIPD/2016/644). It was also additionally supported by a fellowship with the Smithsonian Institute with the ‘Sustaining Minoritized Languages in Europe’ (‘SMiLE’) initiative. Thank you also to my two anonymous reviewers, who provided many helpful comments and insights. All mistakes are of course my own. peer-reviewed 2021-11-05

The occurrence of code-switching in online communication, when a writer switches among multiple languages, presents a challenge for natural language processing tools, since they are designed for texts written in a single language. To answer the challenge, this paper presents detailed research on ways to detect code-switching in Arabic text automatically. We compare the prediction by partial matching (PPM) compression-based classifier, implemented in Tawa, and a traditional machine learning classifier sequential minimal optimization (SMO), implemented in Waikato Environment for Knowledge Analysis, working specifically on Arabic text taken from Facebook. Three experiments were conducted in order to: (1) detect code-switching among the Egyptian dialect and English; (2) detect code-switching among the Egyptian dialect, the Saudi dialect, and English; and (3) detect code-switching among the Egyptian dialect, the Saudi dialect, Modern Standard Arabic (MSA), and English. Our experiments showed that PPM achieved a higher accuracy rate than SMO with 99.8% versus 97.5% in the first experiment and 97.8% versus 80.7% in the second. In the third experiment, PPM achieved a lower accuracy rate than SMO with 53.2% versus 60.2%. Code-switching between Egyptian Arabic and English text is easiest to detect because Arabic and English are generally written in different character sets. It is more difficult to distinguish between Arabic dialects and MSA as these use the same character set, and most users of Arabic, especially Saudis and Egyptians, frequently mix MSA with their dialects. We also note that the MSA corpus used for training the MSA model may not represent MSA Facebook text well, being built from news websites. This paper also describes in detail the new Arabic corpora created for this research and our experiments.

The paper presents the phenomenon of language mixing with Bulgarian by Muslim Roma migrants from northeastern Bulgaria in Berlin, Germany. They identify as Turks and in their everyday communication speak mainly Bulgarian and old variety of Turkish, in the scientific literature known as Balkanized Turkish. They can speak relatively little German and have low proficiency in the language. The paper describes the language mixing as well as the forms of code-switching between Turkish, Bulgarian and German. These linguistic and social phenomena within the Muslim Roma community are analysed within the framework of several sociolinguistic theories regarding code-switching and bilingualism. The theory of J. Gumperz (1962) about communication matrix is used and patterns of Turkish- Bulgarian, Turkish-German and Turkish-Bulgarian-German are presented and analysed. The grammatical categories which are switched in the Turkish-Bulgarian-German language contacts, involve nouns, verbs, adjectives, adverbs and negations. However, code-switching is used only in communication with other Bulgarians. In communication with Turks from Turkey they switch only between Turkish and German and use another variety of Turkish. References Bugarski, R. (2005). Jeziki Kultura [Language and Culture]. Beograd: Biblioteka XX vek. Friedman, V. (2003). Turkish in Macedonia and Beyond. Wiesbaden: Harrasowitz Verlag. Fishman, J. (1997). Language and ethnicity: the view from within. In F. Coulmas, (Ed.) The Handbook of Sociolinguistics. (pp. 327-343). Oxford: Blackwell Publishers. Giray, B. (2015). Code-switching among Bulgarian Muslim Roma in Berlin. In D. Zeyrek, C. S. Simsek, U. Atasand J. Rehbein (Eds.), Ankara papers in Turkish and Turkic linguistics. (pp. 420-430). Wiesbaden: Harassowitz. Gumperz, J. J. (1962). Types of linguistic communities. Anthropological Linguistics 4(1), 28-40. Kocheva-Lefedzhieva, A. (2004) Nemski leksikalni elementi v bulgarskite govori [German lexical elements in Bulgarian spoken discourse]. Sofia: Multprint. Kocheva-Lefedzhieva, A. (2017) Smeseniyat ezik na vienskite bulgari. [The mixed language of Vienna Bulgarians]. Sofia: Bukovica. Kyuchukov, H. 1995. The Turkish dialects of Muslim Roms (Gypsies) in Bulgaria. Journal of Turkology, 2, 305-307. Kyuchukov, H. (1996). Etnolingvodidaktika [Ethnolingual didactics]. Sofia: Club '90. Kyuchukov, H. (1997). Psicholingvistichni aspecti na rannia bilingvizam [Psycholinguistic aspects of early bilingualism]. Sofia: Yezykoznanie i Semiotika. Kyuchukov, H. 2007. Turkish and Roma children learning Bulgarian. Veliko Tarnovo: Faber. Matras, Y. (1990). On the emergence of finite subordination in Balkan Turkish. Proceedings of the Fifth International Conference on Turkish Linguistics, SOAS, (17-19 August, 1990). Matras, Y. (2004). Layers of convergent syntax in Macedonian Turkish. Mediterranean Language Review, 15, 63-86. Matras, Y. (2009). Language Contact. Cambridge: Cambridge University Press. Matras, Y. and Tufan, Ş. 2007. Grammatical borrowing in Macedonian Turkish. In Y. Matras and J. Sakel (Eds.), Grammatical Borrowing in Cross-linguistic Perspective. (pp. 215-227). Berlin: Mouton de Gruyter. Nikolskij, L.B. (1976). Sinhronnaja Lingvistika [Synchronous Linguistics]. Moskow: Nauka. Schiffman, H. (1997). Diglossia as a sociolinguistic situation. In F. Coulmas, (Ed.), The Handbook of Sociolinguistics. (pp. 205-216). Oxford: Blackwell Publishers.

The paper focuses on linguistic terminology used by Ælfric (10thc.) in his translation of an anonymous Latin grammar (Excerptiones de arte grammatica anglicе) going back to Priscian and Donatus’ works. Ælfric’s grammatical metalanguage, comprising loan words, semantic loans, loan translations, and periphrastic expressions created for explanatory purposes, is characterized by great diversity. A question arises whether these terms, remaining occasional, made any impact on the language system and can be thus evaluated as change from above.The paper combines a traditional semantic, morphological, and functional description of Ælfric’s terminology and its consideration within the frame of sociolinguistics; the analysis is supplemented by a cross-linguistic study of Ælfric’s terms with remarks on other Germanic languages. The results achieved enable us to argue that Ælfric’s linguistic terminology, being innovative, displays some features of change from above, arising from language contact and individual change.

Singapore is a multiracial, multicultural island nation; three quarters of its population is ethnic Chinese. This paper examines the phenomenon of code-switching between the younger generation and their parents, and grandparents, focusing on the English, Chinese dialect and Malay elements present in this variety of spoken Mandarin. The data is taken from university students who have recorded their conversations with their parents, grandparents, siblings and friends. Many of the older generation in their 70s still speak southern Chinese dialects such as Hokkien, Teochew, Cantonese, Hakka, and Hainanese as well as Bazaar Malay (which was a lingua franca with Hokkien). Their spoken Mandarin consists of code-switching with these dialects. The middle generation in their 50s is the generation that is able to communicate both with the older generation and younger generation in the various languages. Their spoken Mandarin consists of English, dialects, and even some Malay. The younger generation in their 20s can hardly understand or speak these dialects as a result of the Speak Mandarin Campaign which was launched in 1979 to replace all dialects with Mandarin. As such, the younger generation’s spoken Mandarin consists mainly of English code-switched elements. This paper argues that code-switching takes place mainly due to convenience to fill in the gaps when younger speakers do not know the Mandarin equivalent of the words in certain domains, given the changes in language policies in the nation. In this case, it is not necessarily a choice of code but rather filling the gaps with the language that they know out of necessity.

Recent debates indicate that there is a lack of focus on ontological transformation within university study due to an over-reliance on a tick-box approach to skill acquisition (Wilson et.al 2013, p. 1223). This paper discusses a recent initiative undertaken at a tertiary pathways institution focused on the utilisation of an alternative productive process to assess student learning. This alternative assessment approach was designed to better engage a specific student cohort that differs significantly from ‘conventional student bodies’ both socio-economically and educationally. It has been noted that many students within the cohort do not have the ‘assumed cultural capital’ (Delvin 2011) that facilitates success in a traditional tertiary environment. This paper focuses on how a debate assessment was modified using the concept of spiral curriculum (Bruner cited in Takaya 2008) to better align with the specific needs of the cohort and course outcomes. The concept was used as a scaffolding approach linked to real-life experience to help students make better sense of the key unit content. This paper argues that the showcase was generally successful, by shifting focus from a previously adversarial model to a reflective and ultimately transformative learning experience.

Code-switching (CS), defined as the mixing of languages in conversations, has become a worldwide phenomenon. The prevalence of CS has been recently met with a growing demand and interest to build CS ASR systems. In this paper, we present our work on code-switched Egyptian Arabic-English automatic speech recognition (ASR). We first contribute in filling the huge gap in resources by collecting, analyzing and publishing our spontaneous CS Egyptian Arabic-English speech corpus. We build our ASR systems using DNN-based hybrid and Transformer-based end-to-end models. In this paper, we present a thorough comparison between both approaches under the setting of a low-resource, orthographically unstandardized, and morphologically rich language pair. We show that while both systems give comparable overall recognition results, each system provides complementary sets of strength points. We show that recognition can be improved by combining the outputs of both systems. We propose several effective system combination approaches, where hypotheses of both systems are merged on sentence- and word-levels. Our approaches result in overall WER relative improvement of 4.7%, over a baseline performance of 32.1% WER. In the case of intra-sentential CS sentences, we achieve WER relative improvement of 4.8%. Our best performing system achieves 30.6% WER on ArzEn test set., To be published in Computer Speech and Language Journal

Code mixing (or code switching) is a common phenomenon observed in social-media content generated by a linguistically diverse user-base. Studies show that in the Indian sub-continent, a substantial fraction of social media posts exhibit code switching. While the difficulties posed by code mixed documents to further downstream analyses are well-understood, lending visibility to code mixed documents under certain scenarios may have utility that has been previously overlooked. For instance, a document written in a mixture of multiple languages can be partially accessible to a wider audience; this could be particularly useful if a considerable fraction of the audience lacks fluency in one of the component languages. In this paper, we provide a systematic approach to sample code mixed documents leveraging a polyglot embedding based method that requires minimal supervision. In the context of the 2019 India-Pakistan conflict triggered by the Pulwama terror attack, we demonstrate an untapped potential of harnessing code mixing for human well-being: starting from an existing hostility diffusing hope speech classifier solely trained on English documents, code mixed documents are utilized to perform cross-lingual sampling and retrieve hope speech content written in a low-resource but widely used language - Romanized Hindi. Our proposed pipeline requires minimal supervision and holds promise in substantially reducing web moderation efforts. A further exploratory study on a new COVID-19 data set introduced in this paper demonstrates the generalizability of our cross-lingual sampling technique.

In this paper we demonstrate how code-switching patterns can be utilised to improve various downstream NLP applications. In particular, we encode different switching features to improve humour, sarcasm and hate speech detection tasks. We believe that this simple linguistic observation can also be potentially helpful in improving other similar NLP applications., Comment: This work is accepted as a short paper in the proceedings of ACL 2020

This paper describes code-switching with Russian in four spoken corpora of minority languages of Russia: two Uralic ones (Hill Mari and Moksha) and two Tungusic ones (Nanai and Ulch). All narrators are bilinguals, fluent both in the indigenous language (IL) and in Russian; all the corpora are comparable in size and genres (small field collections of spontaneous oral texts, produced under the instruction to speak IL); the languages are comparable in structural (dis)similarity with Russian. The only difference concerns language dominance and the degree of language shift across the communities. The aim of the paper is to capture how the degree of language shift influences the strategy of code-switching attested in each of the corpora using a minimal additional annotation of code-switching. We added to each corpus a uniform annotation of code-switching of two types: first, a simple semi-automatic word-by-word language annotation (IL vs. Russian), second, a manual annotation of structural code-switching types (for smaller sub-corpora). We compared several macro-parameters of code-switching by applying some existing simple measures of code-switching to the data of annotation 1. Then we compared the rates of different structural types of code-switching, basing on annotation 2. The results of the study, on the one hand, verify and enhance the existing generalizations on how language shift influences code-switching strategies, on the other hand, they show that even a very simple annotation of code-switching integrated to an existing field records collection appears to be very informative in code-switching studies.

This study analyses the problems associated with bilingual teaching mathematics in national-Russian schools of the Russian Federation. In particular, problems associated with the Russian and Yakut language interference and the mixing of language codes that negatively affect the acquisition of subject knowledge are indicated. Based on the analysis of the speech corpus of bilingual students, the paper revealed the need for the purposeful development of mathematical speech in a primary school. The role of the principle of relying on the native language of schoolchildren in the conditions of bilingual teaching mathematics is determined and the inadmissibility of mixing language codes is justified. The main characteristics of the basic communicative qualities of mathematical speech and the criteria for assessing their level of formation are given. A system of mathematical problems has been developed and presented in the form of parallel textual bodies in two languages (bi-texts) with an indication of the basic communicative qualities of mathematical speech, the development of which they are aimed at. This paper is useful for familiarizing with the potential of bi-texts in a bilingual learning environment. The work shows the process of developing special mathematical problems presented in the form of bi-texts; the presented experience can be applied in the training of other subjects in the conditions of national-Russian bilingualism

Abuse in cyber space is a problem requiring immediate attention. Unfortunately, despite advances in Natural Language Processing techniques, there are clear limitations in detecting instances of cyber abuse today. Challenges arising due to different languages that teens communicate with today, and usage of codes along with code mixing and code switching make the design of a comprehensive approach very hard. Existing NLP based approaches for detecting cyber abuse thus suffer from a high degree of false negatives and positives. In this paper, we investigate a new approach to detect instances of cyber abuse. Our approach is motivated by the premise that abusers tend to have unique facial expressions while engaging in an actual abuse episode, and if we are successful, such an approach will be language-agnostic. Here, using only four carefully identified facial features without any language processing, and realistic experiments with 15 users, our system proposed in this paper achieves 98% accuracy for same-user evaluation and up to 74% accuracy for cross-user evaluation in detecting instances of cyber abuse.

Language identification in text data has become a trending topic due to multiple language usage on the internet and it becomes a difficult task when it comes to bilingual and multilingual communication data processing. Accordingly, this study introduces a methodology to detect Sinhala and English words in code-mixed data and this is the first research done on such scenario at the time of this paper is written. In addition to that, the data set which is used for this research was newly built and published for similar research users. Even though there are well known models to identify Singlish Unicode characters which is a straightforward study; there are no proper language detection models to detect Sinhala words in a sentence which contains English words (code-mixed data). Therefore, this paper presents a language detection model with XGB classifier with 92.1% accuracy and a CRF model with a Fl-score of 0.94 for sequence labeling.

Purpose Students interact with information in many ways throughout the day, code switching between modes depending on their needs. Educators are finally realizing that composing in more than one mode is not only important, but also necessary. The purpose of this study is to examine the role of the academic library, the ACRL Framework and information literacy instruction in creating ethical, inspired users. Design/methodology/approach This paper looks at previously published work on multimodal discourse, how libraries have supported modes in the past and how the ACRL Information Literacy Framework highlights the need to teach students and faculty how to compose in many modes. Findings Librarians are already well-versed in many literacies, including information, visual and media. They are familiar with multimodal tools and the ethical issues related to the use of images, videos and sound files. While professors are proficient in subject matter, librarians are experts in the paradigm shift from print to multiple modes; therefore, by teaching faculty and students to locate, evaluate, use ethically and cite various modes, librarians become the primary resource on campus for creating multimodal artifacts. The strata used by Kress and Van Leeuwen, coupled with the ACRL Framework, are a model for future instructional design. Originality/value While much has been written on visual literacy, little is written on library support of multimodal discourse or combining several modes in one argument. This paper is alone in reviewing the past support of multimodal literacy in libraries and gives some sample activities for use in the academic library.

This paper presents a critical review of research on the use of code-switching as an instructional strategy in the teaching and learning of foreign or second language in bilingual contexts. Necessitated by the emerging and existing body of negative criticisms about its interference with the target language acquisition, this library-based paper sets out to critically review the use of code-switching to fathom its support as a crucial teaching and learning tool for language instruction, particularly in English language teaching and learning environments. This paper takes a qualitative inquiry that draws arguments primarily from library documentation. It particularly draws inferences from various theoretical orientations and empirical evidence within the confines of second or foreign language acquisition underpinning the fundamental use of code-switching in foreign or second language classrooms. Specifically, the paper attempts to theoretically justify the utilization of code-switching particularly in relation to its rationales and functions and, most significantly, its pedagogical implications to the process of second or foreign language teaching and learning. It ends with some suggestions on how teachers should take advantage of its availability and consistently maximize its use in bilingual classrooms.

Initially coined by sociolinguists, the term code-switching refers to the alternation of languages by multilinguals. Code-switching is an active research area that has significant implications for academic libraries. Using data from focus groups and a survey tool, this paper examines language preferences of foreign-born students for particular information tasks. The main finding of this paper is that students’ culture and language represent an active influence on and important part of their identity, information consumption, and academic socialization. The author discusses the practical implications of these findings on academic library services in relation to ACRL’s 2012 Diversity Standards Cultural Competency with an emphasis on standard 6, linguistic diversity.

Aims/objectives/purpose/research questions: This paper investigates the issue of language choice in direct speech presentation (DS) in Kinyarwanda news articles. Two specific research questions are addressed: 1. What is the default medium of DS in these texts and how can it be accounted? 2. Can the default medium be deviated from and what functions does deviance serve? Design/methodology/approach: An inductive discourse analytic methodology. Data and Analysis: Data consist of instances of DS extracted from Kinyarwanda news texts published in two Rwandan news media blogs, namely Igihe and Umuseke. Findings/conclusions: Analysis of the data reveals that, in DS, the medium of the original discourse is incidental and that the default medium of DS is Kinyarwanda. In turn, this is interpreted as conforming to the general discourse organisation principle of preference for same medium discourse. Analysis also revealed that this medium can be deviated from either because of issues in the medium itself or in order to serve specific discourse-related functions. Finally, analysis revealed that, in each case, two options are available, namely to merely reproduce verbatim items from original speech and to enter them in translinguistic apposition structures. In the latter possibility, the direction of switch is found to be significant as, in the case of issues in the medium, switching typically takes the direction Kinyarwanda–non-Kinyarwanda, while, in the case of discourse-related functions, the typical direction of switching is reversed. Originality/significance/implications: Language choice in news texts, and in DS environments in particular, remains under-investigated. Therefore, this paper serves as a call for further investigations of this aspect of language use. Also, the study has practical implications for the training of media professionals in the context it has investigated.

This paper shows that the experimental group who are exposed to DVD Video Lesson that uses code switching language has an average mean score in the pretest of 1.56, and this increased to an average mean of 3.50 in the posttest. The control group that uses DVD Video Lesson that uses purely English language got an average mean of 1.06 in the pretest and increased to 1.53 in the posttest. Based on the results of the performance posttest taken by the two groups, the experimental group has a dramatic increase in scores from the pretest to posttest. Although both groups had increased in their performance scores from pretest to posttest, the experimental group (code switching language) performs well in the posttest than the control group. As revealed in this findings , there is a significant difference in the posttest scores between the experimental group who are exposed to DVD lesson that uses code switching as a medium of instruction and the control group who are exposed to DVD lesson that uses English. The students who are exposed to the Video Lesson that uses code switching perform well than those students who are exposed in DVD video lesson that uses purely English language. DVD Video lesson that uses code switching as a medium of instruction in teaching social dance is the useful approach in teaching Grade 10 Special Program in the Art students. The language used (code switching) is the powerful medium of instruction that enhances the learning outcomes of the students to perform well. This paper could be an eye opener to the Department of Education to inculcate the used of first language/local language or MTB-MLE, not only in Grade I to III but all level in K to 12 programs, since education is a key factor for building a better nation.

This paper deals with the regular practice of code-switching online by a group of Spanish students enrolled in an English Philology degree in Catalonia. The analysis looks at four participants and their interactions over WhatsApp, Twitter and Instagram in a period of two years. A total of two hundred and fifty pieces of online data are presented, each of them analyzed carefully in order to provide an explanation for the use of code-switching among members of the abovementioned group. This paper concludes with the idea that code-switching is used as a practice for constructing identity and communicating in-group membership. Aquest treball tracta sobre la pràctica habitual d'alternança de codi en línia d'un grup d'estudiants espanyols matriculats a un grau de Filologia Anglesa a Catalunya. L'anàlisi posa el focus sobre quatre participants i les seves interaccions per WhatsApp, Twitter i Intagram en un període de dos anys. Es presenten un total de dues-centes cinquanta interaccions en línia, cadascuna analitzada acuradament per tal de proporcionar una explicació per l'ús de l'alternança de codi entre els membres d'aquest grup. Aquest treball conclou amb la idea de que l'alternança de codi s'usa com una manera de construir la seva identitat i de posicionar-se com a membres del grup. Este trabajo trata sobre la práctica habitual de alternancia de código en línea en un grupo de estudiantes españoles matriculados en un grado de Filología Inglesa en Cataluña. El análisis pone el foco sobre cuatro participantes y sus interacciones para WhatsApp, Twitter e Intagram en un período de dos años. Se presentan un total de doscientas cincuenta interacciones en línea, cada una de ellas analizada cuidadosamente con la intención de proporcionar una explicación para el uso de la alternancia de código entre los miembros de dicho grupo. Este trabajo concluye con la idea de que la alternancia de código se usa como una manera de construir su identidad y de comunicar su membresía del grupo.

This paper discusses about the issues of code switching in the classroom that is used by teachers and students. Code switching that was used by both teachers and students influenced the teaching learning process. The paper also talks about the function of using the code switching in the classroom, how necessary the code switching is and to find out the advantages and the weaknesses of the use of code switching.

A broadly used language throughout the world is probably English, which remarkably impacts its advancement. Pakistan is also not immune and here at all levels of education English is infused. One of the reasons of spread of English language is a great mixing of English words and phrases in other languages of the world. As far as Pakistan is concerned, in national language of Pakistan which is Urdu, English vocabulary is often mixed and borrowed. The phenomena of borrowing, code-switching and code-mixing cannot only be observed in spoken discourse but also obvious in written text. This paper investigates how far this pattern is shown in media and daily life conversations of Pakistani people. This paper present that that fundamental part of bilingualism and multilingualism are varieties and changes in a language. This inclination of code-mixing and code-switching has acquired a few changes in Pakistani individuals and their way of life with the fact that the culture is ordinarily conveyed by that language. This paper will show how Pakistani culture is influenced by the mixture of English and Urdu language word. It is done by qualitative method empirically. In Pakistan tendency of code-mixing have been divided into three classes which are word class, phrase class, and sentence class. The maximum integer occurred in Pakistan is a word level. The increasing interest of Pakistani community in English language has been revealed in research findings.

Code-Switching is a process of bilingualism that involves the alternation of two languages in the course of a single conversation as a result of language contact phenomenon. This paper is about the conjugation of the verbal forms in the switches of bilingual Songhay-French, Bamanankan-French and Fulfulde-French speakers as pointed out in several studies by I. Abdoulaye (2013, 2016), M. Minkailou and I. Abdoulaye (2016, 2018), I. Abdoulaye and M. Minkailou (2017, 2019). The main objective of the present paper is to describe the verbal paradigm in the switches of these three different groups of francophone speakers according to the existing theories and models on Code-Switching and Code-Mixing constraints. Based on the Matrix Language Frame Model of C. Myers-Scotton (1993a, b), the paper aims at proposing and analysing a francophone alternative of grammatical constraint in code switching. The study uses secondary data collected from the research works cited above in which spontaneous and fresh conversations have been recorded, transcribed and translated into English in an oral corpus. The population of these three different investigations is heterogeneous consisting of bilingual Songhay, Bamanan and Fulah civil servants and university students. Examining the nature of the switches, the study purposely focuses on the intra-sentential code-switching, in which the participants alternate the two codes, inserting words from French into their respective native languages. Analysing the inflected forms of the French verbs embedded in Songhay, Bamanankan or Fulfulde codes, the study has revealed that all the switched verbs belong to the same verb form, the French past participle of the three verb groups (first, second and third). So, the study has concluded that this way of conjugating verbs in Code-Switching is typical to francophone second language leaners. This approach in Code-Switching that the authors are proposing as the Francophone Model of Switching Verbs is a result of linguistic transfer of L2 learners of French.

This paper investigates the use of English the first-person singular object pronoun ‘me’ as a subject in conversation on WhatsApp and Telegram between university students in their twenties. It was found that the feature occurs more when interlocutors are code switching, especially in paired chats when ‘me’ often replaces the Malay pronoun aku or saya. This paper explores reasons for this, and how this feature has come to be used in synchronous electronically mediated conversations between young Bruneians. The findings show that using ‘me’ serves as a polite speech marker which is perceived as a softer expression than Malay aku in conversations, depending on the interlocutors.

This article analyses semantically-equivalent discourse markers (YOU KNOW/FIOS AGAD and ANYWAY/CO-DHIU) of two languages in contact—Scottish Gaelic and English—as a platform for investigating Auer's (1999) ‘Code-Switching-Language Mixing-Fused Lect’ continuum. Using a corpus of approximately ten hours of speech of older (over 50 years of age) Gaelic–English bilinguals, this paper shows how the use of English language discourse markers in salient positions and the subsequent salience bleaching of these discourse markers illustrates movement along Auer's continuum. However, the paper then discusses how rapid language shift and the emergence of ‘new’ speakers of Gaelic challenge Auer's assertion that contact may only progress, not regress, along the continuum.

When referring to Bilingualism, code switching seems to be an important issue as it is connected to: (a) the use of L1 while teaching the L2; (b) the native teacher, or the non-native teacher, in an EFL classroom environment; (c) along with the importance of the Critical Period Hypothesis concerning language acquisition. The use of L1 in the classroom largely depends on the teacher, and whether he / she is native or non-native. On the other hand, these days many classrooms tend to be multicultural and multilingual as well, so there might be confusion in some EFL classroom environments on the L1, and on how many languages code switching occurs. Acquiring a second language is largely connected to the Critical Period Hypothesis (CPH), and whether children are able to learn a language to the extent, they can learn their mother tongue, before the age of puberty. When referring to two languages and the ease of switching from one into another, the reference to the CPH becomes even more important. The present paper provides reference on recent research and the literature review on code switching and identifies the factors facilitating or inhibiting it. The paper focuses on whether code switching in an EFL classroom environment occurs because of the difficulties learners have when communicating from one language to the other; whether having a native teacher helps students or not and how code switching is influenced by several factors, such as the speakers' age.

A meta-analysis or synthesis of prior research critically presents research findings in a discipline of knowledge to review and summarize these findings from a bird's eye view in order to put these findings appropriately within the state of the art. This meta-analysis seeks to tackle the issue of code-switching from a sociolinguistic and language pedagogical perspective. The study is a theoretical paper that highlights the concept of code-switching as a socio-linguistic and educational phenomenon as well as to present the social facts and factors that were investigated and highlighted in linguistic research. The methodology adopted in this paper is research synthesis which aims to combine the results of multiple primary research studies on code-switching to highlight the concept of code-switching from a sociolinguistic and language educational perspective. Research synthesis in this paper was conducted to cover qualitative, quantitative, mixed methods research studies and cases studies that employed cases studies and historical/anecdotal studies with the purpose of juxtaposing these findings from different studies to make these findings more applicable and generalisable in the field of foreign language education. Towards this end, the paper presents the different definitions of this phenomenon and the history of its development in linguistic theory as well as in language research. It also proceeds to highlight the sociolinguistic and pedagogical approaches to researching code-switching in items of its functions, teachers' attitudes and pedagogical applications. Eventually, the paper summarizes the role of code-switching in English language teaching philosophy and pedagogy.

This paper aims to uncover the phenomenon of Code-switching and the motivation behind the propensity of using acrolect in code-switching among the youths of Bangladesh. In comparison to the past, switching code has become an ecumenical term of Bilingualism in this world. Countries like Bangladesh where English has been taught or used as a foreign language, people often switch the code from Bengali to English or English to Bengali. The tendency of switching code is seen mostly in the youths and young professionals in Bangladesh. Moreover, it is seen the inclination of preferring acrolect while switching the code. The paper analyzes how the youths and young professionals can safely adapt code-switching and make a positive impression on it. The study consists of both qualitative and quantitative approaches. To analyze the nature and factors of code-switching, the paper takes help from different sources and some surveys and questionnaires are completed for empirical data collection. To answer the questions, it is compared to the answers of some students and teachers from Hajee Mohammad Danesh Science & Technology University, Dinajpur and other reputed universities in Bangladesh as well. The paper will trace the role of switching code and its consequences on Bangladeshi youngsters. And the findings can be used in Sociolinguistic ground to expand the nature and scope of code-switching. The result shows an unleashing effect of code-switching and the positive and negative attitude towards code-switching. The results answer how acrolect dominates over a speaker while switching the code and it also answers regarding the correlation between proximity to code-switching and psychology of the youths.