scholarly journals Investigating Features of Multilingualism in Ayoade Okedokun’s Mopelola: The Tale of a Beauty Goddess: A Sociolinguistic Appraisal

2020 ◽  
Vol 6 (2) ◽  
pp. 178
Author(s):  
Innocent Sourou Koutchadé
Keyword(s):  
English Language ◽  
Mother Tongue ◽  
Cultural Influence ◽  
Code Switching ◽  
Native Culture ◽  
Linguistic Resources ◽  
The Creation ◽  
African Writers ◽  
Culture And Language

In most African writings, it is commonly noticed that culture and linguistic background affect the creation of literary idiolects. African writers use the English language in accordance with the situation in which they find themselves; they also make use of multilingual features, thus combining the English language with the linguistic resources they draw from their mother tongue. This paper aims to explore patterns of multilingualism in Mopelola: The Tale of a Beauty Goddess, a play produced by a Nigerian writer, Ayoade Okedokun. The paper mainly focuses on the linguistic and cultural influence of Yoruba that reflect the use of multilingualism features in the play. The analysis shows that there are various instances of borrowing, code-switching and transliteration representing the cultural interferences which are used to accommodate some elements of the writer’s native culture and language into the English language.

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 Learning a New Language, Taking up a New Culture: Language and Culture Differences between Scottish Highland and Lowland in the 18th Century Reflected in R. L. Stevenson’s Kidnapped

2016 ◽  
Vol 4 (4) ◽  
pp. 573
Author(s):  
Zhenyu Niu
Keyword(s):  
Cultural Values ◽  
Cultural Awareness ◽  
English Language ◽  
18Th Century ◽  
English Language Teaching ◽  
Binary Opposition ◽  
Language And Culture ◽  
Native Culture ◽  
Culture Differences ◽  
Culture And Language

<p><em>R. L. Stevenson’s novel Kidnapped takes Scottish Jacobite rebellions as its background and reflects resistance of Scottish people under British rule in the first half of the 18th century. Though within the same Scottish nation, the two heroes, Lowland boy David and Highland rebel Alan, have shown sharp contrasts in languages, political stands, moral standards and cultural values. Their contrasts reveal the binary opposition of Lowland and Highland cultures in the 18th century and can be explained by Fanon’s theory about language and culture differences within the same nation. In Kidnapped, the Lowland characters despise their own native culture, and regard the Highlanders who still keep traditional Scottish culture and language as “savage”. Therefore, they reject their own native culture and language, and have to completely depend on the English language and culture. The main goal of this article is to illustrate that learning a language also means taking up a culture, and it is essential to cultivate cultural awareness for English language teaching and culture teaching for foreign languages learners.</em></p>

scholarly journals The Functions of Code_Switching in EFL Classrooms

2019 ◽  
Vol 16 (2) ◽  
pp. 135
Author(s):  
Suthagar Narasuman ◽  
Ahmad Zahir Wali ◽  
Zahra Sadry
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Mother Tongue ◽  
Code Switching ◽  
Target Language ◽  
Research Approach ◽  
Cultural Issues ◽  
Interview Method ◽  
Language Classes ◽  
Multilingual Societies

Code-switching is a concept which has existed in bilingual and multilingual societies and it occurs quite frequently in English as a second or foreign language classes. Especially when the learners are all bilinguals or multilinguals and they have to switch back and forth between their mother tongue and a second or foreign language. This paper is driven by the three objectives. First, the study investigates the situations which trigger code-switching in EFL classes in Balkh and Kandahar Universities of Afghanistan. Secondly, it investigates the perception of Afghan EFL lecturers in these universities towards code-switching. Third, to find out how the EFL lecturers use code-switching as an effective strategy while teaching English in their classes. In this study, the qualitative research approach was used to collect data from four Afghan English language lecturers of the two universities via the interview method. The results of this study indicate that these Afghan EFL lecturers have a positive perception regarding code-switching and they are using it in certain situations which facilitate their teaching and students’ learning of the content, however they also hold negative perception towards switching while teaching. The findings also show that the lecturers use code-switching in different situations such as when dealing with cultural issues that tend to be difficult to explain only in the target language, explaining grammar and new vocabulary, giving clear instructions, and instructing English for Specific Purposes (ESP) classes.

scholarly journals Code-switching in Intercultural Communication and English Language Teaching

2021 ◽  
Vol 8 (7) ◽  
pp. 286-294
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Code Switching ◽  
English Language Teaching ◽  
The Other ◽  
Teaching Context ◽  
Language Classroom

Code-switching is the interplay between two languages. Code-switching happens when the speakers switch between two or more languages or linguistic varieties in the context of a particular discussion or conversation. Many people engage in code-switching or mixing practises by speaking a different language and their mother tongue when talking with other individuals who comprehend various languages. There are multiple reasons why people tend to code-switch during interaction with others. One important reason is that people consciously and unconsciously code-switch because they want to fit in. Code-switching is also implied in the language teaching context, where L2 learners cod switching between their mother tongue and the other language to get involved in the learning process. The practice of code-switching in Foreign language classroom has been examined thoroughly in the literature. This paper will introduce the concept of code-switching, its types and the reasons for code-switching. It will offer some implication of code-switching in English as a second or foreign language (EFL) classroom.

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.

Perspective sociolinguistique des emprunts de l´anglais dans la section économique du quotidien espagnol El País.

Babel ◽  
2012 ◽  
Vol 58 (4) ◽  
pp. 377-394 ◽  
Author(s):  
Marie-Evelyne Le Poder
Keyword(s):  
English Language ◽  
Cultural Influence ◽  
The Other ◽  
Social Phenomenon ◽  
Cultural Relations ◽  
Cultural Exchanges ◽  
The One ◽  
The Relationship ◽  
Daily Paper ◽  
Linguistic Phenomenon

The linguistic loan is a social phenomenon which reflects the cultural influence exercised by a society on the other one. The economic, political and cultural relations that weave between communities contribute to the linguistic exchange between States, in particular through cultural exchanges of every type which, in turn, pull the incorporation of elements of a language in the other one. Spanish takes more and more words and forms from the English language; this is true in a lot of domains, of which the domain of the economy. From a terminological perspective, this article treats loans of the English language in the economic language in Spanish. We realize a work of observation, analysis and description of the lexical loans in a corpus of articles published in the economic section of the daily paper El Pais over the period included between January 2007 and December 2010. The theoretical framework of our study deals, on the one hand, with the category of loans which, broadly speaking, conform to units from other linguistic codes, and secondly, we approach this linguistic phenomenon from the perspective of sociolinguistic language that is interested in the relationship between language and society. We then present our objectives (main and specific), and the methodology we have followed throughout our investigation. Finally, we discuss the results. Résumé L’emprunt est un phenomene social qui reflete l’influence culturelle exercee par une societe sur une autre. Les relations d’ordre economique, politique et culturelle qui se tissent entre les communautes contribuent aux echanges linguistiques entre les Etats, notamment au travers d’echanges culturels de tout type lesquels, a leur tour, entrainent l’incorporation d’elements d’une langue dans une autre. L’espagnol emprunte de plus en plus de mots et de tournures a la langue anglaise ; ceci est vrai dans bon nombre de domaines, dont le domaine de l’economie. Depuis une perspective terminologique, cet article traite des emprunts de la langue anglaise dans le langage economique en espagnol. Nous realisons un travail d’observation, d’analyse et de description des emprunts lexicaux presents dans un corpus d’articles publies dans la section economique du quotidien El Pais sur la periode entre janvier 2007 et decembre 2010. Le cadre theorique de notre etude traite, d’une part, la categorie des emprunts qui, au sens large, conforment aux unites provenant d’autres codes linguistiques et, d’autre part, nous abordons ce phenomene linguistique par la perspective sociolinguistique qui s’interesse aux rapports entre le langage et la societe. Nous presentons ensuite nos objectifs (principaux et specifiques), puis la methodologie que nous avons suivie tout au long de notre investigation. Enfin, nous discutons des resultats obtenus.

scholarly journals ESSENTIAL FEATURES OF EFFECTIVE ACADEMIC WRITING IN ENGLISH

2021 ◽  
Vol 25 (1-2) ◽  
pp. 41-43
Author(s):  
Yu.V. Lysanets ◽  
O.M. Bieliaieva ◽  
L.B. Slipchenko ◽  
K.H. Havrylieva ◽  
H.Yu. Morokhovets
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Mother Tongue ◽  
Poor Quality ◽  
Professional Communication ◽  
Academic Standards ◽  
Medical Setting ◽  
British Council ◽  
Academic Communication ◽  
English Academic Writing

The article discusses the features of academic writing in English based on the recommendations from the British Council in Ukraine in the framework of the “Researcher Connect” project, aiming to facilitate the transition to academic standards of English and improve the academic discourse produced by non-native language users. The authors outline major tendencies in the modern English language as pertains to written discourse and provide recommendations for rendering academic writing persuasive. It is a well-established fact that academic writing in English possesses unique features, which must be respected and taken into account. Hence, a transfer of academic norms from a person's mother tongue to English can be a challenge, which may impair the quality of academic writing. Presenting the research results without consideration of academic norms, grammar, and lexical features of English academic writing can lead to mistakes and misunderstanding, and result in a written work of poor quality, even if the research findings are valid. The mechanisms of improving the academic writing skills during the study of English for Academic Communication with due account for relevant grammar and lexical peculiarities have been explored. Therefore, the major challenge for researchers is the difficulty in transition to academic standards of a foreign language. The article discusses the surface and the deeper purposes in any academic writing; the significance of understanding one’s audience; the concepts of persuasion, clarity, and conciseness, as well as grammar and lexical means for achieving them. Developing the communication skills of Ukrainian scientists is crucial for successful international communication and cooperation. The study of potential difficulties, which the Ukrainian medical professionals may face in the process of academic writing in English, is important for developing the guidelines to eliminate possible mistakes and avoid misunderstanding in a medical setting. Further study of the peculiarities of academic writing in English will contribute to the optimization of international professional communication, the expansion of inter-institutional dialogue, and the integration of Ukraine into the world community.

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