Monolingual Code Switching
the introduction of languages and the necessity to communicate with different societies, code-switching became a necessary function for survival. Code-switching allows individual’s to switch back and forth between two languages when communicating with people who may not speak their native tongue. With the introduction of technology and the ease in which we communicate with others, it is likely that code-switchers are more likely to code-switch than monolinguals. Codeswitching started off as research into why individual use two languages to communicate with others. The research started slowly as the information and questions to ask were limited. As the research developed, there was a better understand how code switching developed. Code-switching developed out of necessity to communicate
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What types of code-switching occurrence can be observed among bilingual and monolingual students when communicating online? 2. Which social media platform is more appropriate to account for the phenomenon of code-switching among bilingual and monolingual students?
3. What are the functions and reasons for bilingual and monolingual students to switch codes in on line messages sent via social networking website?
4. Which methods are more appropriate to account for the phenomenon of code-switching among bilingual and monolingual students on social networking website?
Evaluation of Methodologies:
Blackburn used a quantitative approach to collect data on code-switching. Comparing bilinguals and monolingual and the frequency of switching between languages. Blackburn wanted to know the percentage score between switchers and non-switchers use of code-switching. The test rated monolinguals and and bilingual speakers on a scale of 1 being never code-switching and 7 being always code-switching. The questions Blackburn wanted answered.
1. What frequency do you code-switch?
2. When does it become necessary to
What types of code-switching occurrence can be observed among bilingual and monolingual students when communicating online? 2. Which social media platform is more appropriate to account for the phenomenon of code-switching among bilingual and monolingual students?
3. What are the functions and reasons for bilingual and monolingual students to switch codes in on line messages sent via social networking website?
4. Which methods are more appropriate to account for the phenomenon of code-switching among bilingual and monolingual students on social networking website?
Evaluation of Methodologies:
Blackburn used a quantitative approach to collect data on code-switching. Comparing bilinguals and monolingual and the frequency of switching between languages. Blackburn wanted to know the percentage score between switchers and non-switchers use of code-switching. The test rated monolinguals and and bilingual speakers on a scale of 1 being never code-switching and 7 being always code-switching. The questions Blackburn wanted answered.
1. What frequency do you code-switch?
2. When does it become necessary to