The Social Psychological Significance of Code Switching in Cross-Cultural Communication

ABSTRACTThe purpose of the research was to examine children's evaluative reactions to bilingual code switching during a dyadic cross-cultural encounter. Children's reactions to code switching were elicited using a segmented dialogue technique whereby they listened to and judged each of an integrated series of speech turns one at a time in their order of occurrence. The speakers were played by English and French Canadian actors and were depicted in the roles of a salesman and a customer. English and French Canadian children were subjects. It was found that the children's evaluations of the speaker's language choices were influenced by (a) situational norms associated with appropriate salesman and customer behaviours; (b) interpersonal accommodation; and (c) ingroup favouritism, but not by sociocultural status differences between French and English. Moreover, their reactions were dynamic in that they depended upon mutual language choices by both actors and the basis of their evaluations changed from the beginning to the end of the dialogue sequence. The findings are discussed with respect to results from other developmental research using simpler elicitation techniques as well as to findings from adolescent and adult respondents.

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Unexpected Disadvantages of a Simultaneous Quadrilingual Upbringing, a Case Study

10.52950/te.2021.9.1.001 ◽

2021 ◽

Vol 9 (1) ◽

pp. 1-12

Author(s):

Jerome Dumetz ◽

Jerome Dumetz

Keyword(s):

Cross Cultural ◽

Early Years ◽

Cultural Communication ◽

Growing Up ◽

Cross Cultural Communication ◽

Cognitive Difficulties ◽

The Social ◽

Positive Perspective

At the crossroad between linguistics and cross-cultural communication, multilingualism is frequently presented through its most positive perspective. However, if the long-term benefits outrun the disadvantages, frustration is often the dominant feeling among the speakers during their early years. Based upon meticulous observations and careful collection of examples in a multilingual family, this article is a case study of the difficulties encountered by polyglots growing up with four simultaneous languages: Russian, French, Czech, and English. Using the research framework usually developed for the study of bilingualism, the article reviews not only the psychological and cognitive difficulties encountered by tetraglots, but also the social and linguistic drawbacks they are confronted with. It also examines common multilingual strategies such as code-switching, words creation and language mixing. It concludes that the linguistic development of tetraglots does not differ much from bilingual ones, except for the elongated period before acquiring production speech. Quadrilingual children tend to speak later than not only monolingual children, but also bilingual ones.

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Teaching Digital and Media Literacy as Cross-Cultural Communication

Advances in Media, Entertainment, and the Arts - Promoting Global Competencies Through Media Literacy ◽

10.4018/978-1-5225-3082-4.ch015 ◽

2017 ◽

pp. 240-249

Author(s):

Mary Catherine Boehmer

Keyword(s):

United States ◽

Media Literacy ◽

The United States ◽

Literacy Skills ◽

Cross Cultural ◽

Cultural Communication ◽

Cultural Backgrounds ◽

Cross Cultural Communication ◽

The Social ◽

Access To Technology

As technology increasingly becomes a part of our day-to-day lives in the United States and throughout the globe, there is a greater push for students to develop the digital and media literacy skills necessary for the twenty-first century. In the United States, students learning these skills often come from a wide range of linguistic and cultural backgrounds. The diversity of the U.S. is one of its greatest strengths, but with this diversity come cultural differences in access to technology and how it is used across different cultural contexts. This chapter analyzes the constructs of digital and media literacy, the ways in which culture can be defined and how that can affect the intersectional identities performed in the social and participatory world of Web 2.0. It also examines access to technology and how technology is used for communication and accessing information in Russia, Germany, and Azerbaijan, and how approaching digital and media literacy through the lens of cross-cultural communication can help teachers to better meet the needs of learners from diverse backgrounds.

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An Analysis of Code-Mixing and Code-Switching in EFL Teaching of Cross Cultural Communication Context

AL-TA LIM ◽

10.15548/jt.v21i3.101 ◽

2014 ◽

Vol 21 (3) ◽

pp. 174-182

Author(s):

Martin Kustati

Keyword(s):

Cross Cultural ◽

Code Switching ◽

Cultural Communication ◽

State Institute ◽

Cross Cultural Communication ◽

Code Mixing ◽

Efl Teaching ◽

Teachers And Students ◽

Communication Context ◽

Depth Interviews

The objective of the paper is to determine types of code-mixing and code-switching made by teachers and students in EFL cross cultural communication class and to identify reasons for the emergence of code-switching and mixing in the classroom. The data was obtained through observation and in-depth interviews of the second year students of undergraduate program of English in Tarbiyah Faculty, IAIN IB Padang. The finding showed that tag-switching, intra-sentential, inter-sentential, and intra-word were commonly used by EFL teachers and students in classroom. It was also found that the teachers used code-mixing and switching in the process of clarifying certain issues to make them more comprehensible to students. Teachers also do these kinds of switching during their attempt to promote relationship with students, to switch the topic, and to persuade or motivate students to be more engaged in learning English. Meanwhile, the students mix and switch their language to overcome their lack of knowledge of English. It is expected that this study provided empirical evidence to advise on their optimal uses in EFL teaching of State Institute for Islamic Studies.Copyright © 2014 by Al-Ta'lim All right reserved

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Social Skills, Workplaces and Social Remittances: A Case of Post-Accession Migrants

Work Employment and Society ◽

10.1177/0950017017719840 ◽

2017 ◽

Vol 32 (5) ◽

pp. 868-886 ◽

Cited By ~ 5

Author(s):

Izabela Grabowska

Keyword(s):

Social Skills ◽

Social Skill ◽

Relational Learning ◽

Cross Cultural ◽

Cultural Communication ◽

Emotional Labour ◽

Social Remittances ◽

Cross Cultural Communication ◽

The Social

This article examines how the social skills of migrants are moulded in workplaces and employment-related situations. It surveys literature on social skills, workplaces, social remittances and relational learning. It devotes attention to destination workplaces as spaces where people who left their comfort zones experience disjuncture between origin and destination. This can bring insights, noticing differences and making comparisons. On return to their workplaces in their origin countries, migrants are able to reflect upon and eventually remit these experiences, packaged as social remittances. Three categories of social skill were distilled from biographical interviews with returnees to Poland: (1) the capability for cross-cultural communication; (2) the capability for dealing with emotional labour; (3) the capability for taking initiative and acting independently. The study analysed situations of disjuncture as a result of migration which led to learning, non-learning and alienation. By bringing migration to the forefront, we consider social skills as social remittances.

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Humanizing Translation History

HERMES - Journal of Language and Communication in Business ◽

10.7146/hjlcb.v22i42.96845 ◽

2017 ◽

Vol 22 (42) ◽

pp. 23 ◽

Cited By ~ 2

Author(s):

Anthony Pym

Keyword(s):

Social Roles ◽

Translation Studies ◽

Cross Cultural ◽

Cultural Communication ◽

Cross Cultural Communication ◽

Intercultural Studies ◽

Physical Mobility ◽

The Social

The structuralist principles of systems-based Translation Studies tend to conceal the social roles played by translators in mediating between cultures. Attention to slightly alternative principles might be able to initiate a progressive humanization of Translation Studies, possibly alerting scholars to phenomena previously overlooked. Two such principles are illustrated here on the basis of Hispanic translation history. First, if attention is paid to translators and only then to the texts they produce, the subjectivities thus revealed tend to display multidiscursive involvement (translators usually do more than translate), complex cultural allegiances (they are not always faithful or loyal to one side), and physical mobility (they tend not to not stay in just one place). The second idea is that translators can be seen as operating in professional intercultures, where their membership tends to be based on purely professional criteria (not birthright), they may adopt secondary positions with respect to cross-cultural communication (they tend not to initiate negotiations), and their institutions are often particularly transitory (based on contact-renewed networks rather than sovereign space). The application and exploration of these principles might ideally move Translation Studies toward the wider questions of Intercultural Studies.

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