Functions of code switching in multilingual classrooms

<p><em>The research reported in this paper focuses on the functions of code switching between English and Afrikaans in the classroom interactions of a secondary school in the Western Cape. The data comprising audio recordings of classroom interactions are analysed within the framework of Myers-Scotton’s (1993a) Markedness Model, according to which there are four types of code switching, namely marked, unmarked, sequential unmarked, and exploratory code switching. Within each of these types of code switching, a number of specific functions of code switching in the classrooms observed are identified, such as expansion, clarification, and identity marking. The study concludes that the Markedness Model offers a useful framework within which to analyse types of code switching, and that code switching has a specific functional role to play within multicultural and multilingual classrooms.</em></p>

Abstract licence: CC BY-NC-ND

13 more references, whose wording the paper’s licence keeps private.

A person counts once a day per paper. We keep no cookie and no address: a reader is a hash that changes every day. Any month under five reads shows no number.