Use of languages and code switching in groups of youths in a barri of Barcelona: communicative norms in spontaneous speech

Calsamiglia, Helena; Tusón, Amparo

doi:10.1515/ijsl.1984.47.105

Cited by 11 publications

(7 citation statements)

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“…Beebe (1981) and Khati (1987) found that the most important factor in code switching was the identity and status of the listener. This is confirmed in a Spanish study by Calsamiglia and Tuson (1984) which found that when speakers of two dialects conversed, the speakers of the lower status language were more likely to switch than the speakers of the high-status language. Where the relative status of the two speakers is unknown, Scotton (1983) observed that the choice of code was made by a process of negotiation.…”

Section: Theoretical Backgroundsupporting

confidence: 55%

The use of mother tongue and English in the learning and expression of science concepts: a classroom‐based study

Rollnick

Rutherford

1996

International Journal of Science Education

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This paper describes one aspect of a teaching intervention involving groups of primary teacher trainees in Swaziland involving four different combinations of language usage and teaching strategies. The main focus is on the language dimension of the study. Audiotapes of group work were analysed for several features including the use of both English and SiSwati and its effect on conceptual change, the causes and frequency of language changes and the social interaction of the group during learning. Analysis of the transcripts of the tapes showed that the use of SiSwati served several important functions including articulation and elimination of alternative conceptions, clarifying of concepts and formulating ideas.

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Section: Theoretical Backgroundsupporting

confidence: 55%

The use of mother tongue and English in the learning and expression of science concepts: a classroom‐based study

Rollnick

Rutherford

1996

International Journal of Science Education

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“…However, a small advantage is observed in Spanish proficiency, which is likely because exposure to Spanish occurred earlier than to Catalan in this sample. Although previous early studies of Spanish–Catalan code switching in the Barcelona region have shown that language mixing is not frequent (most likely for political reasons, see Calsamiglia and Tuson, 1984 ; Woolard, 1988 ), this tendency might have changed recently because of the efforts of the Catalan autonomic government to increase the presence of Catalan in the schools and media after 1975 (i.e., with the end of the dictatorship period).…”

Section: Methodsmentioning

confidence: 98%

“…In addition, the similarity of the two languages spoken in a community could be reflected in the degree of switching (Odlin, 1989 ; Marian, 2009 ). For example, Catalan–Spanish languages are highly similar Romance languages, sharing a large number of cognate words with similar forms and meanings [“vender” (Spanish) – “vendre” (Catalan), to sell], and switching is commonly observed in many situations (Rodriguez-Fornells et al, 2006 ; see also Calsamiglia and Tuson, 1984 ; Woolard, 1988 ). Interestingly, early observations of naturalistic conversations have suggested that cognate words could act as a language switching trigger.…”

Section: Introductionmentioning

confidence: 99%

Self-Assessment of Individual Differences in Language Switching

Rodrı́guez-Fornells¹,

Krämer²,

et al. 2012

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Language switching is omnipresent in bilingual individuals. In fact, the ability to switch languages (code switching) is a very fast, efficient, and flexible process that seems to be a fundamental aspect of bilingual language processing. In this study, we aimed to characterize psychometrically self-perceived individual differences in language switching and to create a reliable measure of this behavioral pattern by introducing a bilingual switching questionnaire. As a working hypothesis based on the previous literature about code switching, we decomposed language switching into four constructs: (i) L1 switching tendencies (the tendency to switch to L1; L1-switch); (ii) L2 switching tendencies (L2-switch); (iii) contextual switch, which indexes the frequency of switches usually triggered by a particular situation, topic, or environment; and (iv) unintended switch, which measures the lack of intention and awareness of the language switches. A total of 582 Spanish–Catalan bilingual university students were studied. Twelve items were selected (three for each construct). The correlation matrix was factor-analyzed using minimum rank factor analysis followed by oblique direct oblimin rotation. The overall proportion of common variance explained by the four extracted factors was 0.86. Finally, to assess the external validity of the individual differences scored with the new questionnaire, we evaluated the correlations between these measures and several psychometric (language proficiency) and behavioral measures related to cognitive and attentional control. The present study highlights the importance of evaluating individual differences in language switching using self-assessment instruments when studying the interface between cognitive control and bilingualism.

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“…Considering the specific goals of the study and based on previous experiences (Arias and Anguera, 2004, 2005), the observation instrument was redesigned to include 15 forms of communication. These forms, or dimensions of communication, were derived from the work of Torras de Beà (2013) on group psychotherapy and of Tusón (1995) and Calsamiglia and Tusón (1999) on conversation analysis.…”

Section: Methodsmentioning

confidence: 99%

Observation of Interactions in Adolescent Group Therapy: A Mixed Methods Study

Arias-Pujol

Anguera

2017

Front. Psychol.

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Group psychotherapy is a useful clinical practice for adolescents with mental health issues. Groups typically consist of young people of similar ages but with different personalities, and this results in a complex communication network. The goal of group psychoanalytic psychotherapy is to improve participants' mentalization abilities, facilitating interactions between peers and their therapist in a safe, containing environment. The main aim of this study was to analyze conversation turn-taking between a lead therapist, a co-therapist, and six adolescents over the course of 24 treatment sessions divided into four blocks over 8 months. We employed a mixed-methods design based on systematic observation, which we consider to be a mixed method itself, as the qualitative data collected in the initial observation phase is transformed into quantitative data and subsequently interpreted qualitatively with the aid of clinical vignettes. The observational methodology design was nomothetic, follow-up, and multidimensional. The choice of methodology is justified as we used an ad-hoc observation instrument combining a field format and a category system. Interobserver agreement was analyzed quantitatively by Cohen's kappa using the free QSEQ5 software program. Once we had confirmed the reliability of the data, these were analyzed by polar coordinate analysis, which is a powerful data reduction technique that provides a vector representation of relationships between categories. The results show significant relationships between the therapist and (1) the activation of turn-taking by the participants and the co-therapist and silence and (2) conversation-facilitating interventions and interventions designed to improve mentalization abilities. Detailed analysis of questions demonstrating interest in others showed how the communication changed from radial interactions stemming from the therapist at the beginning of therapy to circular interactions half way through. Repetition was found to be a powerful conversation facilitator. The results also illustrate the role of the therapist, who (1) did not facilitate interventions by all participants equally, (2) encouraged turn-taking from more inhibited members of the group, (3) stimulated conversation from the early stages of therapy, and (4) favored mentalization toward the end. Despite its complexity, polar coordinate analysis produces easy-to-interpret results in the form of vector maps.

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Use of languages and code switching in groups of youths in a barri of Barcelona: communicative norms in spontaneous speech

Cited by 11 publications

References 1 publication

The use of mother tongue and English in the learning and expression of science concepts: a classroom‐based study

The use of mother tongue and English in the learning and expression of science concepts: a classroom‐based study

Self-Assessment of Individual Differences in Language Switching

Observation of Interactions in Adolescent Group Therapy: A Mixed Methods Study

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