Language Use in Bilingual Communities

Miller, Niklas

doi:10.1007/978-1-4899-7238-5_1

Cited by 17 publications

(6 citation statements)

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“…For the bilingual student, the process of code-switching (alternating of two languages) requires a non-random, rule-governed, sophisticated cognitive and linguistic manipulation of the two languages (Aguirre, 1988;Miller, 1984). Brice and Nye (in press) identified four classifications of bilingual speaking abilities according to language performances: (1) Bilingually Advantaged, (2) First Language (L1 ) Advantaged, (3) Second Language (L2) Advantaged, and (4) Bilingually Disadvantaged.…”

Section: Language Alternation and The Bilingual Studentmentioning

confidence: 99%

What is required for transition from the ESL classroom to the general education classroom? A case study of two classrooms

Brice

Perkins

1997

Journal of Children's Communication Development

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Speech-language pathologists in the schools and classroom teachers repeatedly face the challenge of how best to provide services and instruction for students who are learning English as a second language (ESL). A better understanding of second language acquisition issues, such as code-switched and code-mixed behaviors, is essential because, as Aguirre (1989) maintains, code switching is obvious and unavoidable with bilingual students. An ethnographic observational study of ESL and regular classroom discourse was performed. The researchers asked the questions: "What language skills must the bilingual student possess to succeed in the general education classroom, and what skills should the SLP be aware of in assessing bilingual students?" This study found that bilingual students in the general education classroom needed to shift and adapt their language uses to meet the demands of the classroom. The general education classroom proceeded at a fast pace of instruction, which necessitated fast processing abilities and more independent student follow-through. Learning is dependent upon precise understanding of long teacher utterances, many utterances spoken within a short time period with few opportunities for clarification or seeking of help. The student in the ESL classroom who is also enrolled in the general education classroom is using three language systems : listening and speaking Spanish, English, and a mixed series of Spanish and English code-switched and code-mixed language. Code-switching and code-mixing serves as a bridge between Spanish and English and is not an indicator of a language disorder or language confusion. It is typically used by the teachers, aides, and the students. The findings of this study suggest that language evaluations should incorporate ethnographic observations to obtain a truer picture of what occurs, where it occurs, how it occurs, why it occurs, and how often it occurs. Hence, use of dynamic assessment procedures and ethnographic observations may help make apparent the distinction between a language disorder and typical difficulties associated with second language acquisition.

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Section: Language Alternation and The Bilingual Studentmentioning

confidence: 99%

What is required for transition from the ESL classroom to the general education classroom? A case study of two classrooms

Brice

Perkins

1997

Journal of Children's Communication Development

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“…Code switching is a normal, common, and important aspect of bilingualism (Pennington, 1995;Roseberry-McKibbin & Hegde, 2000). For the English language learner student, the process of code switching (alternating of two languages) requires a sophisticated, nonrandom, rule-governed, cognitive and linguistic manipulation of the two languages (Aguirre, 1988;Miller, 1984).…”

Section: Use Of Code Switchingmentioning

confidence: 99%

Choice of Languages in Instruction One Language or Two?

Brice¹,

Roseberry-McKibbin²

2001

TEACHING Exceptional Children

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“…For the bilingual child, the processes of code switching and code mixing require a rule-governed and sophisticated cognitive and linguistic manipulation of the two languages (Aguirre, 1988;Miller, 1984).…”

Section: Types Of Language Alternationmentioning

confidence: 99%

Code Mixing in a Young Bilingual Child

Brice

Anderson

1999

Communication Disorders Quarterly

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A s the culturally and linguistically diverse (CLD) population of the United States continues to increase dramatically, speechlanguage pathologists (SLPs) face the challenge how best to serve children whose primary language is not English. One way of overcoming the bilingual communication barrier is for bilingual children to alternate their two languages (i.e., code switching and code mixing). Frequently, SLPs have limited understanding of the functions and patterns of language alternation in bilingual children. Language alternation is a normal, common, and important aspect of bilingualism. This investigation aims to answer several basic questions regarding normal code mixing behaviors in a young bilingual child, namely, (a) What syntactic elements are mixed most frequently in conversational discourse in a young bilingual child? and (b) What information can be applied to a diagnostic or therapeutic situation? Spontaneous speech samples of a bilingual Spanish-English speaking child were collected during a period of 17 months. The child was between the ages of 6 and 8 years. Descriptive analysis of the data revealed percentages and rank ordering of syntactic elements switched in the longitudinal language samples obtained. Specific recommendations for using code mixing in therapy for bilingual and monolingual speech-language pathologists are given.As the culturally and linguistically diverse (CLD) population of the United States continues to increase dramatically, speech-language pathologists (SLPs) face the educational challenge of how best to serve children whose primary language is not English. Twenty-five percent of North Americans define themselves as Hispanic or Nonwhite (Henry, 1990). The issue is compounded when monolingual speech-language pathologists must serve children and families from non-English speaking homes. As the CLD child engages in communication with others, she or he is often faced with the predicament of which language to use to best communicate with family, peers, and teachers in school. One way of overcoming this communication and language predicament is for these children to alternate between two (or more) languages (Faltis, 1989).Language alternation-the use of two languages in discourse-can be divided into two major types: (a) code switching, and (b) code mixing. Code switching is defined as the alternation of two languages within a single discourse, sentence, or constituent. Intersentential alternations occur when the switch is made across sentence boundaries (e.g., Ya, se acab6 [It is over], Siéntate [Sit down]), whereas intrasentential alternation occurs when the switch is made within a sentence. Language alternation within a sentence is also known as code mixing (Grosjean, 1982;Torres, 1989). Embedded words, phrases, and sentences from two languages are found within a sentence (e.g.,&dquo;Each book es uno [is one]).Unfortunately, language alternation behavior is a phenomenon that few SLPs understand well. Cheng and Butler (1989) stated that, &dquo;Professionals in speech-language path...

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Language Use in Bilingual Communities

Cited by 17 publications

References 0 publications

What is required for transition from the ESL classroom to the general education classroom? A case study of two classrooms

What is required for transition from the ESL classroom to the general education classroom? A case study of two classrooms

Choice of Languages in Instruction One Language or Two?

Code Mixing in a Young Bilingual Child

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