Unexpected words or unexpected languages? Two ERP effects of code-switching in naturalistic discourse

Bilingual children’s comprehension of code-switching at an uninformative adjective

“…Similarly, if code-switching is related to prediction processes during language comprehension (e.g., Yacovone et al, 2021), the unexpected code-switch at the adjective might have led to a brief processing slowdown combined with a simultaneous increase in attention (Reuter et al, 2019), effectively canceling each other out in the context of an uninformative adjective. Thus, derailment in children's processing of code-switches may be limited to functionally important words or phrases that require them to integrate the information contained in the switch.…”

Code-Switching in Online Synchronous Learning

“…Second, affective functions, aimed at building solidarity and an intimate atmosphere to help students learn comfortably as well as developing strong rapport between teachers and students. And last, the repetitive function was used to ensure clarity of the instruction, question, and explanation to students (Gosselin & Sabourin, 2021;Yacovone et al, 2021). It is used to repeat some utterances in both the first and target language to ensure that students understand the target language.…”

“…Regarding Poplack's explanation, tag-switching is defined as the insertion of another language into the lingual unit of a sentence in a speech. Tagswitching mostly involves inserting a tag or a single word of the first language into a sentence that is uttered in the target language (Yacovone et al, 2021;Yaw et al, 2021). It could happen either to monolingual or bilingual people since the speakers only need to insert a random word from another language without violating the grammatical rules of the language (Andrade et al, 2014;Marcu, 2020).…”

“…Code-switching is a common phenomenon that happens in the level of word, phrase, and clause or sentence depending on their need in speaking. Many previous pieces of research have identified code-switching occurrences in the EFL classroom setting (Chau & Lee, 2021;Yacovone et al, 2021). Following types of code-switching according to Poplack's theory which consisted of tag-switching, intra-sentential switching, and inter-sentential switching have been identified.…”

“…The findings of previous research stated that both teachers and students employed the three types of code-switching in different contexts of language use, namely: tag switching, inter-sentential switching, and intrasentential switching (Yacovone et al, 2021;Zhu et al, 2021). Moreover, intra-sentential code-switching was mostly used in EFL classroom activities where students frequently uttered intra-sentential switching in their group presentation, speech, and daily conversation (Hamed et al, 2022;Kheder & Kaan, 2021).…”