Code-Switching and Code Mixing in the Selected Tracks of the Hip Hop Music of Flavour and 9ice

2021 ◽  
Vol 2 (3) ◽  
pp. 55-70
Author(s):  
Balogun Sarah ◽  
Murana Muniru Oladayo
Keyword(s):  
Hip Hop ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Music Industry ◽  
Positive Influence ◽  
Code Switching ◽  
National Language ◽  
Code Mixing ◽  
Unique Identity

This article attempts a comparative analysis of code-switching and code-mixing in the Nigerian music industry, using the lyrics of Flavour and 9ice as a case study. Although the English language is the national language in Nigeria and the language used by most of the musicians for the composition of their songs, and due to the linguistic plurality of Nigeria, most of these musicians tend to lace their songs chunks of words and phrases from their mother tongue or at least one of the three major languages in Nigeria, which are Hausa, Igbo, and Yoruba. The Markedness Model by Myers-Scotton (1993) is used as the framework to interrogate the switching and mixing in the codes used by these selected musicians and we find that while most code-switching is done in three languages – English, Nigerian Pidgin and the artist’ first language (mother tongue)  – their mother tongue plays the prominent role. Code-switching or code-mixing in these songs, therefore, becomes a depiction of the Nigerian state with its diverse languages and it provides the links between the literates and the illiterates thereby giving the artiste the popularity desired. The study concludes that the unique identity created by code-switching and code-mixing in the Nigerian music industry has a positive influence on music lovers, helping artists to achieve wide patronage and reflecting the ethnolinguistic diversity of the Nigerian nation.

scholarly journals PENGIKISAN BAHASA DALAM MASYARAKAT JAWA Catatan tentang Proses Kepunahan Bahasa Jawa

2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Hendarto Suparta
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Mother Tongue ◽  
National Language ◽  
High Status ◽  
Young Generation ◽  
Language Death ◽  
Global Era ◽  
Code Mixing ◽  
The Status

Will Javanese language die in ten to fifteen years to go? The answer tends to be “no”. How about in coming two or three generations? The answer will be “possibly yes”. The fact, since the day of the independence declaration of the Republik of Indonesia, Javanese language has been undergoing a process what may be called language obsolescent or language replacement, or language demise or language death, in a certain degree. There are at least two reasons to support the prediction on that undesired destiny of the Javanese language in next generation periods. First, in this global era caused by the speed development of science and technology especially in transportation and communication, half of the total languages in the world, around 6000 languages, were dead in the past three centuries and ten languages will die every year. Some local languages have been replaced by, not many but powerful and dominant international languages, like English, and by national language like Indonesian in Indonesia. In Semarang and possibly other cities in Java not including Surakarta and Yogyakarta, Javanese people rarely speak krama, in a situation where it should be, while at least in rural area where ngoko was used, now in certain domains are replaced by Indonesian language significantly, where the speakers are young generation. Javanese language, said many people, has been a foreign language taught in elementary school to senior high school. Today, however, in informal situation among those who are familiar one with another, especially between people from lower status, lower Javanese or ngoko is still used in many places, and full Javanese (ngoko and krama) is still used in areas such as Demak, Purwodadi, Salatiga, and Pekalongan. This phenomena will unlikely change in 5 to 10 years to go. But no one, I think, will dare to guarantee if people use one to two generations as criterion. Now people with different backgrounds have been without hesitant to choose Indonesian as their children’s mother tongue since 30 to 35 years ago, with many different reasons. Two among other reasons are, first, for their children’s success in school, and second, parents don’t want their children speak with them using ngoko, so it seems no choice but Indonesian. How about with krama? It is not a secret any more that some parents in Semarang city tend not having communicative competence to speak krama. Entering global era in this reformation period, English language has been used everywhere in this country although actually people still use Indonesian, so what I mean is that that is a case of code-mixing. What is important to note here is that people’s attitude toward that foreign language can be considered to endanger the status of Indonesian because of the high status of that foreign language in the situation only few people speak standard Indonesian, an Indonesian prestigious variety. It is clear without saying with the fate of Javanese language if no people are aware with the situation. This article proposes some suggestions to anticipate the situation described above beside the fact that Javanese people are still proud with their culture.

Triglossia and Swahili-English bilingualism in Tanzania

1972 ◽  
Vol 1 (2) ◽  
pp. 197-213 ◽  
Author(s):  
M. H. Abdulaziz Mkilifi
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Mother Tongue ◽  
Cultural Influences ◽  
Developmental State ◽  
Code Switching ◽  
Urban Life ◽  
National Language ◽  
Post Secondary ◽  
Code Mixing

ABSTRACTThe paper addresses itself to the study of the sociological correlates of speech behaviour among bilingual speakers of English and Swahili in Tanzania. Factors influencing language maintenance, code-switching and code-mixing are discussed. Four main phases of language acquisition are considered: the pre-primary school phase, the primary school phase, the secondary-school phase, and the post-secondary school phase.Three languages with both varying and overlapping roles interact, creating a triglossia situation: first the vernacular or mother-tongue of each particular ethno-cultural group; secondly Swahili, the local lingua franca and national language; thirdly English, the predominant language of higher learning and to a certain extent of official and commercial business.The paper also discusses the diglossia relationship between the vernacular and Swahili on the one hand and Swahili and English on the other. The developmental state of the languages is dealt with in terms of socially ‘restricted’ and ‘elaborated’ codes.Urban life tends to impose its own socio-cultural influences on the bilinguals. There is free shifting and mixing between Swahili and English interlocutors, topics and setting.Lastly the paper raises questions of the sociological and linguistic consequences of the multilingual situation. (Multilingualism, diglossia; code-switching; code-mixing; Swahili; English, national language problems.)

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

Language Loss

2019 ◽  
pp. 181-195
Author(s):  
Nilsa J. Thorsos
Keyword(s):  
English Language Learners ◽  
Critical Race Theory ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Language Loss ◽  
English Only ◽  
The Usa ◽  
First And Second Generation

This chapter explores the phenomenon of heritage language loss (mother tongue) and the implications for English only speakers born in the USA with parents who are first- and second-generation English language learners. Drawing from critical race theory (CRT), first language loss is examined in the perceptions of Americanism, nationalism, citizenship, otherness, and discrimination. In addition, the chapter examines the dynamics of Latinx parents' decision to encourage their children to speak English only and as a result erode their ability to speak their first language (L1) or mother tongue and cultural identity. The author makes the case for language maintenance and assurance of all children learning English, without losing their mother tongue.

Multilingualism and ethnic stereotypes: The Tariana of northwest Amazonia

2002 ◽  
Vol 32 (1) ◽  
pp. 1-21 ◽  
Author(s):  
ALEXANDRA Y. AIKHENVALD
Keyword(s):  
Language Choice ◽  
Code Switching ◽  
National Language ◽  
Power Relationship ◽  
Language Group ◽  
Lingua Franca ◽  
Negative Image ◽  
Ethnic Stereotypes ◽  
Code Mixing ◽  
Better Than

Tariana is spoken by about 100 people in the multilingual area of the Vaupés basin in northwest Amazonia (Brazil). Other languages spoken in the area are members of the East Tucanoan subgroup, with its most numerous representative, the Tucano language, rapidly gaining ground as a lingua franca. Also spoken are Makú languages; Baniwa, an Arawak language spoken on the fringes of the area and closely related to Tariana; and Portuguese, the national language. The area is known for its language group exogamy and institutionalized multilingualism, with its language being the badge of identity for each group. Language choice is motivated by power relationship and by status, and there are strict rules for code-switching. Inserting bits of other languages while speaking Tariana (“code-mixing”) has different consequences that mirror existing ethnic stereotypes. Code-mixing with Tucano is considered a “language violation”; using elements of Baniwa is considered funny, while mixing different Tariana dialects implies that one “cannot speak Tariana properly.” Overusing Portuguese is associated with the negative image of an Indian who tries to be better than his peers.

English and Welsh in Contact

2020 ◽  
pp. 349-373
Author(s):  
Clive G. Grey
Keyword(s):  
English Language ◽  
First Language ◽  
Grammatical Gender ◽  
Code Switching ◽  
Time Code ◽  
Syntactic Change ◽  
Welsh Language ◽  
Social Domains ◽  
Morphological System ◽  
Over Time

Welsh and English have been in contact for centuries. This chapter looks at the long-standing influence of the English language upon Welsh and its changing nature. Welsh is interesting for what it tells us about how English has itself changed phonetically over time. Modern Welsh and English, unlike German, share well-developed progressive verbal systems. Linguistic contact was not always unidirectional across the Welsh border. The chapter assesses some patterns of morphological and syntactic change in Welsh emerging in the 1970s as pressure from Anglicization westwards across Wales. Anglicization can be mapped in the distribution of loanwords as recorded in major dialect surveys of the period. Explaining the distribution of English loanwords across Wales, the assignment of grammatical gender to them, and their accommodation into the Welsh morphological system turns out to be unusually complex, not just dependent on how far the border is away from Welsh speakers, but also on how much Welsh is spoken as a first language in that area but also linked to local attitudes toward the Welsh language itself, and the perception of threats to it from the use and spread of English across most social domains at that time. Code-switching and borrowing is closely linked to unstable bilingualism, and attitudes toward Anglicization.

scholarly journals Errors in Making Indirect Questions in the Interlanguage of Students at the Faculty of Food Technology

2022 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Antonija Šarić
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Word Order ◽  
English Language ◽  
Second Language Learners ◽  
Mother Tongue ◽  
First Language ◽  
Food Technology ◽  
Subordinate Clauses ◽  
Last Stage

In this paper, the author attempts to identify the most common errors that occur in the interlanguage of students at the Faculty of Food Technology when formulating indirect questions in English language. According to Processability theory (PT), language is acquired in a predictable way, in six stages, the last stage being acquiring word order in subordinate clauses, i.e. cancelling inversion. Since interlanguage presents a dynamic language system that retains some features of the first language or generalizes the second language rules in speech or writing, the origin of errors can be found in mother tongue or in the misapplication of the rules when adopting a second language. Although PT is not concerned with the errors made by the second language learners, this paper will try to identify the origin of errors that appear in the students' interlanguage and the acquisition of the last stage, i.e. the word order in subordinate clauses. In that way, it will be determined whether the errors (inter- or intralingual) made by the students prevent them from acquiring the last stage of PT.

scholarly journals Translation in EFL Classroom

2021 ◽  
Vol 5 (1) ◽  
pp. 113-117
Author(s):  
Arta TOÇI
Keyword(s):  
Second Language Acquisition ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
First Language ◽  
English Language Teaching ◽  
East European ◽  
History Of Research ◽  
History Of

Throughout much of the history of research into second language acquisition (SLA), the role of learners’ first language (L1) has been a hotly debated issue. Prodromou (2000) refers to the mother tongue as a ‘skeleton in the closet’, while Gabrielatos (2001) calls it a ‘bone of contention’. Such views are but a mere reflection of the different methodological shifts in English Language Teaching, which have brought about new and different outlooks on the role of the mother tongue. The conflict itself is taking place in academic circles rather than in classrooms, where the use of L1 is still considered unacceptable owing to the predominance of the communicative method in language teaching.   Research on the role that mother tongue has for the non-native learners of English has been conducted around the world, however none in North Macedonia. This research aims to explore some of the controversy regarding the use of the student’s first language (L1), as well as to suggest translation activities as a beneficial tool for the students of South East European University in Tetovo, North Macedonia. It also provides insights into native language interference in the process of translating from students’ mother tongue into English, and vs.

scholarly journals CODE MIXING AND CODE-SWITCHING ANALYSIS IN THE NOVEL OF HONEST OF FAULT

2021 ◽  
Vol 4 (2) ◽  
pp. 116-121
Author(s):  
Fenti Mariska Yohana ◽  
Nurhayati Nurhayati
Keyword(s):  
Content Analysis ◽  
Mother Tongue ◽  
Code Switching ◽  
The Novel ◽  
Code Mixing ◽  
Descriptive Qualitative

Abstract: The novel “Honest of Fault” is the novel that bring the readers have to know the codeswitching and code mixing in the text of it. The author more often shown the code mixing thatbased on Fasold and Dell in her text. Code switching and code mixing are contained in every sceneand the author likes to be switching the text from other languages, likes Betawi language in novel.This research is descriptive qualitative, that use the method of content analysis which is describingthe data from sources and the novel itself. From the reduction results by classifying code switchingand code mixing, it was found that there was a lot of code mixing in the text of the novel Honest ofFault rather than code switching. Analysis of code switching and code mixing in this novel is oftenfound to be coded because the author deliberately uses foreign phrases that are more familiar andeasier to understand by readers than using their mother tongue or Indonesian.Key Words: code switching, code mixing, novel.

scholarly journals Mixing and switching of speech codes of Ukrainian emigration (on the example of memoirs and epistolary works by Ulas Samchuk)

2018 ◽  
Vol 24 (2) ◽  
pp. 254-276
Author(s):  
Mariia Panhelova
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Code Switching ◽  
Linguistic Competence ◽  
Language Play ◽  
Linguistic Performance ◽  
Speech Codes ◽  
Code Mixing ◽  
Cultural Specificity ◽  
Single Text

The problem of switching and mixing codes is extremely relevant in foreign and domestic linguistic science over the past decades. In this case, if code-switching is understood by all researchers more or less equally (switching from one language to another within a single text – dialog or monologue), then by mixing the code (code-mixing), the case looks much more complicated. The term «mixing of codes» is understood by different researchers in fundamentally different ways: from the introduction into one language of the elements of another language in almost unlimited quantities and in the unadapted (phonetically and grammatically) form before switching codes within the same sentence, that is, the kind of switching codes (the second approach thus postulates the process of speaking in two languages and removes the fundamental difference between switching codes and mixing codes). The study of the mixing of speech codes is an interesting and promising branch of research on the theory of language contacts. Among the fundamental works on this subject should be the study of P. Muysken (Muysken, 2000), where he provides a detailed typology of situations of mixing language codes. In linguistic research, there is a widespread practice of using «mixing codes» and «switching codes» as interchangeable, as well as a series of studies where the term «mixing codes» is used to describe and switch codes and massive borrowings. While the term «switching codes» emphasizes the transition of bilingual from one grammatical system to another, the term «mixing codes» implies the presence of hybrid forms associated with both grammars. In other words, mixing codes emphasizes the formal aspects of linguistic structures or linguistic competence, while code switching emphasizes linguistic performance. The psycho-linguistic direction concerning the study of the switching of speech codes among the bilingual environment explains which aspects of the linguistic competence of bilinguals allow them to modify the codes. Often, the choice of a foreign language involves a waiver of the synonymous form in the language of the successor of the language, thus opposed to an alternative way of expressing communicative intentions in a foreign language. The purpose of our scientific studio is to present function the mixing and switching codes on the materials of the memoirs («Planet DP») and the epistolary works of Ukrainian writers-emigrants in Canada, in particular, by Ulas O. Samchuk with his colleagues, publishers, etc. The main methods of research used were: the method of comparative analysis, which allows to detect English-language infusions as units of English, which determine the national-cultural specificity of the English language; the method of component analysis, which allowed to reveal the semantic interrelations of British realities; descriptive method and method of content analysis. In the course of the study, we came to the conclusion that the addressee and addressees, real masters of the artistic word, almost do not allow the English language to be spoken in Ukrainian, or such spraying is deliberately used and is a means of language play.

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