Code-switching and lexical borrowing: Which is what in Ghanaian English?

English Today ◽  
2002 ◽  
Vol 18 (3) ◽  
pp. 48-54 ◽  
Author(s):  
Kari Dako
Keyword(s):  
Formal Education ◽  
Code Switching ◽  
The Other ◽  
Lexical Borrowing ◽  
Local Origin ◽  
Vocabulary Item ◽  
Semantic Shift ◽  
The One

Mixed local feelings about the use of local words in the English of Ghana. A Ghanaianism is a vocabulary item peculiar to Ghana. It may be an English item that has undergone a local semantic shift, an item of local origin used consistently in English, or a hybrid of the two. In addition, the term Ghanaian English as used here refers, not to a variety whose features have been more or less fully recognised and described, but broadly to the English used by Ghanaians who have had at least some formal education and are able to use English in some registers. Drawing on a collection of Ghanaianisms compiled over the last 10 years, this paper looks first at some of the prevailing problems in attempting to define the transference phenomena widely identified as code-switching (CS) on the one hand and lexical borrowing (LB) on the other, then at how Ghanaians deal with the phenomenon of borrowing into English at the text level.

Changing shape according to strength: Evidence from root allomorphy in Greek

2019 ◽  
Vol 36 (3) ◽  
pp. 553-574 ◽  
Author(s):  
Anthi Revithiadou ◽  
Giorgos Markopoulos ◽  
Vassilios Spyropoulos
Keyword(s):  
The Other ◽  
Activation Level ◽  
Vocabulary Item ◽  
Non Linear ◽  
The One ◽  
Surface Realization

Abstract In this article we examine patterns of root allomorphy in Greek that involve vowel alternations and propose a Generalized Non-linear Affixation (Bermúdez-Otero 2012) analysis according to which these alternations result from the competition between segments that belong, on the one hand, to the vocabulary items of roots and, on the other, to the exponents of functional heads (Voice/Aspect, n). More specifically, we claim that phonological entities have a gradient degree of presence in a structure, that is, are specified with a certain activation strength value underlyingly (Smolensky and Goldrick 2016). As a result, the surface realization of roots is determined by the relevant activation level of the exponents of functional heads they are eventually combined with. From all available exponents, the one that optimally complements the strength value of the vocabulary item of a given root will eventually surface. Our analysis is shown to be theoretically advantageous because it develops a strictly phonological account of allomorphy and, moreover, it captures the attested generalizations without resorting to extensive stem/span listing or to the application of phonologically unrestricted readjustment rules.

scholarly journals NON-FORMAL EDUCATION IN THE CONCEPT OF LIFELONG LEARNING

2017 ◽  
pp. 22-34 ◽  
Author(s):  
Olga Kyvliuk
Keyword(s):  
Lifelong Learning ◽  
Personal Development ◽  
Formal Education ◽  
Self Esteem ◽  
The Other ◽  
Professional Activity ◽  
Continuous Education ◽  
Professional Activities ◽  
Self Development ◽  
The One

Non-formal continuous education, in our view, is formed on the basis of a person`s beliefs about the likely field of their professional activity and possible vectors of personal development in this field, or as a component of self-development, either self-education in self-realization and self-esteem increase or raising their own status, image and the like. The boundaries of this field, on the one hand, are determined by the level of development of the relevant science that is a theoretical and methodological basis of professional activities and relevant innovative experiences, and on the other hand – by the opportunities, inclinations, abilities, axiological and motivational and volitional component, character of an individual.

scholarly journals An Exploratory Study of Language Use and Preferences among Nursing Lecturers and Students at Mzuzu University in Malawi

2020 ◽  
Vol 3 (1) ◽  
pp. 178-198
Author(s):  
Agness C C Hara
Keyword(s):  
Exploratory Study ◽  
Language Use ◽  
Code Switching ◽  
The Other ◽  
Nursing Profession ◽  
Classroom Setting ◽  
Policy Makers ◽  
Qualitative And Quantitative ◽  
The One

This article reports on the insights gained from multilingual nursing lecturers and students at Mzuzu University in Malawi on the languages they use and prefer in a classroom setting. Research (Setati, Chitera and Essien, 2009; Chowdhury 2012) has found that both lecturers and students in multilingual and multicultural settings favour code-switching practices in the classroom setting. Code-switching is, therefore, an important phenomenon, which researchers should continue exploring because of the several distinctive attributes associated with it. The study adheres to qualitative and quantitative designs through the use of a questionnaire and follow-up interviews as methods of data collection. The results reveal that both lecturers and students favour code-switching from English to Chichewa during lectures. From both lecturers’ and students’ perspectives, code-switching helps to translate and clarify difficult concepts. It also helps to prepare students for the nursing profession. The study has some practical and pedagogical implications. On the one hand, it contributes some meaningful insights for language planners and policy-makers; on the other hand, the study sheds important light on the need to include the workplace dimension during language in education and language planning conversations. This study is also important because it addresses the issue of how code-switching might effectively be exploited as a communicative and pedagogical resource in instruction.

scholarly journals A MORFOLOGIA DISTRIBUÍDA E A NATUREZA DO SEGMENTO /R/ NA FLEXÃO VERBAL DO PORTUGUÊS BRASILEIRO | DISTRIBUTED MORPHOLOGY AND THE NATURE OF THE SEGMENT /R/ IN BRAZILIAN PORTUGUESE VERBAL INFLECTION

2016 ◽  
pp. 28
Author(s):  
Beatriz Pires Santana
Keyword(s):  
Phonological Similarity ◽  
Brazilian Portuguese ◽  
The Other ◽  
Distributed Morphology ◽  
Verbal Inflection ◽  
Vocabulary Item ◽  
The Future ◽  
Future Subjunctive ◽  
The One

<p>Seguindo Oltra-Massuet (1999) e Santana (2016), o presente trabalho adota a análise de que o formativo /r/ que compõe a desinência modo-temporal de alguns tempos verbais do português brasileiro é o Item de Vocabulário que realiza o traço de futuro. Objetivamos mostrar que tal conjectura tem o potencial de unificar cinco aspectos independentes da língua: (i) a semelhança fonológica entre os tempos futuro do presente, futuro do subjuntivo e futuro do pretérito, (ii) a existência do processo sintético e do processo analítico para a realização do futuro do presente e do futuro do pretérito, (iii) o fenômeno de hipercorreção das formas analíticas de futuro, (iv) a semelhança fonológica entre, de um lado, os tempos futuros e, de outro, o infinitivo e (v) o desaparecimento da marca de infinitivo, da marca de futuro do subjuntivo e dos futuros sintéticos na língua.</p><p><strong>Abstract:</strong> <em>Following Oltra-Massuet (1999) and Santana (2016), the present work adopts the analysis that the formative /r/ making up some of the Brazilian Portuguese tense morphemes is the Vocabulary Item that spells out the future feature. We intend to demonstrate that such claim has the potential to unify five independent aspects of the language: (i) the phonological similarity between the future, the conditional and the future subjunctive tenses; (ii) the existence of the synthetic and the analytic processes for realizing the future and the conditional tenses; (iii) the hypercorrection phenomenon involving the analytic forms of the future and the conditional tenses; (iv) the phonological identity between, on the one hand, the future, the conditional and the future subjunctive and, on the other, the infinitive and (v) the loss of the segment /r/ in the infinitive and in the future subjunctive and the loss of the synthetic future and conditional.</em></p><p>Keywords: <em>Verbal Inflection; Theme Vowel; Distributed Morphology.</em></p>

scholarly journals Code-switching as appraisal resource in talking about third parties

2012 ◽  
Vol 51 (1) ◽  
Author(s):  
Nicole Baumgarten ◽  
Inke Du Bois
Keyword(s):  
Third Parties ◽  
Code Switching ◽  
The Other ◽  
German Immigrants ◽  
The Us ◽  
Before And After ◽  
Group Interviews ◽  
The One ◽  
Migration Experiences ◽  
Individual Speaker

This article explores the function of code-switching in talking about absent third parties. The basis for the investigation is a corpus of sociolinguistic individual and group interviews with German immigrants in the US and American immigrants in Germany. In these interviews, the interviewees are asked to recount their migration experiences and their lives before and after migration. For each individual speaker, the interviewer and – in the group interviews – the other participants in the group are, on the one hand, potentially 'sympathetic' fellow migrants. On the other hand, however, they are potentially problematic figures, because talking about absent third parties means that these third parties might share characteristics with the interviewer or the others in the group. Talking about third parties can, thus, be face-threatening for both the interviewer and the interviewees. In the analyses presented in this article, we identify how speakers employ English-to-German code-switching when it comes to verbalizing others – specifically members of home and host cultures – in discourse and how they position themselves and their audience in relation to them.

scholarly journals Imaginarium religijne w reklamie komercyjnej i społecznej na przykładzie wykorzystania wizerunków Ostatniej Wieczerzy oraz krzyża

2015 ◽  
Author(s):  
Andrzej Draguła
Keyword(s):  
The Other ◽  
Religious Symbolism ◽  
Last Supper ◽  
Other Hand ◽  
Semantic Shift ◽  
The Cross ◽  
Christian Iconography ◽  
Visual Advertising ◽  
The One

Contemporary advertising, both commercial and social, appeals increasingly to religious symbolism as a rhetorical argument. Communicative as well as persuasive effectiveness of advertising depends indeed on the appropriate denotation and connotation of the iconography used in visual advertisements. Religious, and particularly Christian, symbolism is generally clear to the addressees in our culture. This paper aims to answer the question of the consequences which the cultural reinterpretation of Christian imagery in visual advertising brings. The author argues that this process results in a “semantic shift” involving the expansion of the original meanings. On the one hand, Christian iconography loses some of its genetic sacredness; on the other hand, it sacralizes the new reality which is being advertised. The author proves his thesis by means of pointing to the reinterpretation of two established Christian images, i.e. the Last Supper and the Cross.

scholarly journals PENGEMBANGAN PENDIDIKAN AGAMA BERKEARIFAN LOKAL DI TANAH ULAYAT BADUY LEBAK BANTEN

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhamad Murtadlo
Keyword(s):  
Action Research ◽  
Regular Education ◽  
Formal Education ◽  
Local Communities ◽  
The Other ◽  
Education Services ◽  
Education Access ◽  
Marginal Areas ◽  
Agents Of Change ◽  
The One

The Certain community in the marginal areas often resistance to changes initiated by the state. This study wanted to examine how possible the development of formal education access is done on the marginal community, especially  in ulayat land of Baduy, Lebak, Banten. This research includes the type of Participation Action Research (PAR) that involves targeted citizens as agents of change. This study found the demand of some residents in ulayat land of Baduy to open formal education services in that area. In practice many of the emerging problems are related to the demands of regular education on the one hand, and on the other hand the culture of local communities that have not been supportive. In the idea of development, this action research also succeeded in developing the some idea of education with nuances of local cultural wisdom.Keywords: Baduy, Cicakal Girang, MTs Alam Wiwitan. Abstrak Beberapa kelompok masyarakat tertentu di daerah marginal sering melakukan resistensi terhadap perubahan yang digagas oleh negara. Penelitian ini ingin menguji seberapa mungkin  pengembangan akses pendidikan formal dilakukan pada masyarakat marginal yaitu masyarakat di tanah ulayat Baduy, Lebak, Banten. Riset ini termasuk jenis Participation Action Research (PAR) yang melibatkan warga sasaran sebagai agen perubahan. Penelitian ini menghasilkan adanya permintaan sebagian warga untuk dibuka layanan pendidikan formal. Pada prakteknya banyak permasalahan yang muncul terkait dengan tuntutan pendidikan reguler di satu sisi, dan di sisi lain kultur masyarakat setempat yang belum mendukung. Dalam gagasan perluasaanya, riset aksi ini juga dalam beberapa hal berhasil mengembangkan gagasan pendidikan yang bernuansa kearifan budaya lokal.Kata kunci: Baduy, Cicakal Girang, MTs Alam Wiwitan.

Amazonian linguistic diversity and its sociocultural correlates

2020 ◽  
pp. 275-290
Author(s):  
Patience Epps
Keyword(s):  
Social Identity ◽  
Amazon Basin ◽  
Linguistic Diversity ◽  
The Other ◽  
Language And Identity ◽  
Lexical Borrowing ◽  
Regional Systems ◽  
Sociocultural Practices ◽  
The One ◽  
Widespread View

Lowland South America’s striking linguistic diversity presents a major puzzle to scholars of language and human prehistory. This chapter proposes that sociocultural practices provide important clues to a solution, and that linguistic differentiation across Amazonian groups is not so much a factor of isolation, but rather of interaction. Evidence includes the recurrence of regional ‘systems’ across the Amazon basin, characterized by similarly essentializing views linking language and identity, and accompanied by restrained lexical borrowing and code-switching on the one hand, but convergence in grammar and discourse on the other. These phenomena may be grounded in the widespread view that social identity depends on the active maintenance of contrasts, including those relating to language.

scholarly journals Zarządzanie placówką oświatową – pomiędzy ideałami a rzeczywistością

1970 ◽  
pp. 403-414
Author(s):  
Roman Pawłowski Roman Pawłowski ◽  
Beata Wołoszyn
Keyword(s):  
Educational Leadership ◽  
State Policy ◽  
Formal Education ◽  
Education Institution ◽  
External Pressure ◽  
Management Style ◽  
The Other ◽  
Education Law ◽  
Educational Institutions ◽  
The One

The aim of this article is to present dilemmas that are experienced by directors/headmasters of educational institutions. On the one hand, they carry out tasks strictly defined by the education law documents, on the other hand, they are expected to create educational leadership. Reality shows that, what the directors would like the most is to pursue directing an education institution in the democratic style, but just as often, in fact, they represent an authoritarian management style. This stems from the multiplicity of tasks they have to perform and the external pressure of the governing authority, the pedagogical supervisory body and the influence of state policy. This situation raises concerns about the functioning of educational institutions and the final outcome of formal education: effective education for life in a democratic society.

Engels in de Basisschool

1979 ◽  
Vol 6 ◽  
pp. 95-110
Author(s):  
J.A.M. Carpay
Keyword(s):  
Higher Education ◽  
Elementary School ◽  
Secondary School ◽  
Foreign Language ◽  
School System ◽  
Formal Education ◽  
The Other ◽  
School Subjects ◽  
The One ◽  
Near Future

Since the introduction of the "Mammoth", the law that has reorganized our secondary school system, every elementary school pupil gets some forro of higher education. On the one hand this has in a certain sense decreased the importance of the elementary school, which used to be all the formal education the majority of Dutchman received, but on the other hand the elementary school has gained in importance as nowadays it has to prepare students for an educational system, which before long will require pupils to spend nine to ten years at school. In spite of differences of openion as to what consequences this change might have, thereis aggerment on a certain number of points, among which the position thai one has to determine for each of the different school subjects, what subject or parts of subjects belong in the elementary school programme and which ones in secondary education. Among the new subjects that for different reasons stand a good chance of being introduced in the "new style" elementary school is the teaching of a first foreign language. The reason for this is that it is felt that in the near future every Dutchman will need communicative knowledge of at least one foreign language. As attaining this goal requires time, it has been proposed to distribute the time needed for learning a foreign language over elementary and secondary schools. The bill that will be introduced to Parlement later this year will contain a paragraph on English in the elementary school. This paper gives some arguments for and against the introduction of English in the elementary school.

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