This case study investigates the bilingual and trilingual codeswitching patterns of two multilinguals who grew up in a Hungarian Romanian two-language family in Transylvania, and whose bilingual codeswitching changed into trilingual codeswitching after they moved to North America. An analysis of the speakers ’ discourse reveals the amounts of bilingual and trilingual codeswitching as well as the dynamics and interaction of the three languages used. Using Myers-Scotton’s Matrix Language Frame model as the theoretical framework for codeswitching, the different levels of activation of the three languages were analysed. Furthermore, patterns of convergence, divergence and transference were explored. The findings of the study show that a significant amount of the codeswitching of both speakers is trilingual. Furthermore, differences in patterns between bilingual versus trilingual codeswitching and the different language combinations were found due to language structure and social and cultural background of the speakers. doi: 10.2167/ijm088.
German is a pluricentric language with many standard and nonstandard varieties. Students of German are usually unaware of its rich regional variation, and studies attribute this to limited resources and instructional time (van Kerckvoorde, 2012). The “DACH” model of teaching German, which includes linguistic and cultural elements from Germany (D), Austria (A), and Switzerland (CH), has constituted an effort to go somewhat beyond a model that exclusively teaches Standard German, from Germany. However, when not contextualized properly, DACH itself oversimplifies language variation, shifting the attention from one standard version of German to three. This article proposes that German's variation should be taught to students at all levels and may be considered in the framework of the ACTFL Guidelines and Standards. These strongly support learners' successful functioning in real‐world and authentic situations, including in dealing with varying dialects. This article will offer an overview of German language variation, it will outline how its integration is aligned with the ACTFL Guidelines (2012), and it will discuss some current instructional challenges. Finally, it will offer concrete examples for instructors by using existing sections from popular college German textbooks and by presenting several worksheets on dialect teaching for the novice, intermediate, and advanced levels.
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