A minimalist approach to intrasentential code switching /
Argues that if the underlying linguistic competence of code switchers -- people who switch back and forth between languages, dialects, or levels of formality -- is the same as that of monolinguals for the languages they use, then code switching should not be stigmatized in schools. Also contends tha...
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York :
Garland Pub.,
1999
New York ; London : Garland Publishing, Inc., c1999 New York : 1999 |
| Series: | Outstanding dissertations in linguistics
Outstanding dissertations in linguistics Outstanding dissertations in linguistics |
| Subjects: |
Table of Contents:
- 1 Rationale
- 2. Literature Review
- 3. Research Design
- 4. Spanish-Nahuatl Code Switching: Basic Findings
- 5. A Minimalist Approach to Code Switching
- 6. Some Implications for Educational Research and Practice.
- 1 Rationale 3
- 1.1 Schooling, Propaganda, and Social Class 5
- 1.2 Prescriptivism and the Status of Languages 7
- 1.3 Code Switching and the Ideology of "Cognitive Deficits" 10
- 1.3.1 "Semilingualism" and Linguistic Competence 10
- 1.3.2 The Threshold Hypothesis and Language Proficiency 15
- 1.4 The Ann Arbor Decision, Code Switching, and Language Education 19
- 1.5 Bilingualism and Placement in Special Education 20
- 2.1 What is Bilingual Proficiency? 29
- 2.1.2 Critical Period Effects and Language Proficiency 31
- 2.1.3 Identifying Proficient Bilinguals 36
- 2.2 Code Switching 37
- 2.2.1 Social Aspects of Code Switching 37
- 2.2.2 Grammatical Aspects of Code Switching 40
- 2.2.2.1 Poplack's (1980, 1981) approach 40
- 2.2.2.2 Joshi's (1985) approach 42
- 2.2.2.3 Di Sciullo, Muysken and Singh's (1986) approach 43
- 2.2.2.4 Mahootian's (1993) approach 44
- 2.2.2.5 Belazi, Rubin and Tor ibio's (1994) approach 48
- 2.2.2.6 Speech-planning approaches 50
- 2.2.2.7 Summary of basic findings in code switching corpora 52
- 2.3 Language Contact Phenomena 55
- 2.3.1 Borrowings and Calques 55
- 2.3.2 Creoles and Pidgins 59
- 2.4 The Theory of Syntax 62
- 2.4.1 Some Advantages of Formalism in the Study of Grammar 62
- 2.4.2 Generative Grammar Before the Minimalist Program 64
- 2.4.3 The Minimalist Program 66
- 2.5 Nahuatl and Spanish 70
- 2.5.1 Genetic and Typological Relationships 70
- 2.5.2 The Spanish Language 73
- 2.5.3 The Nahuatl Language 73
- 2.5.3.1 Varieties of Nahuatl 77
- 2.5.3.2 Nahuatl Courses and Linguistic Studies 80
- 2.5.3.3 Nahuatl Orthography 81
- 2.6 Spanish and Nahuatl in Central Mexico 82
- 2.6.1 The Aztecs and Hernan Cortes 82
- 2.6.2 Spanish and Nahuatl in Contemporary Mexico 86
- 3 Research Design 97
- 3.1 Research Questions 97
- 3.2 Consultants 98
- 3.2.1 Selection Criteria for Target Language Population 98
- 3.2.2 Description of Consultants 98
- 3.3 Data Collection Procedures 101
- 3.3.1 Naturalistic Observations 101
- 3.3.2 Sentence Judgment Tasks 103
- 3.3.3 Conventions and Abbreviations Used for Presentation of Data 104
- 3.4 How the Research Questions Will be Addressed 106
- 4 Spanish-Nahuatl Code Switching: Basic Findings 109
- 4.1 Data Obtained Through Elicited Judgments 109
- 4.1.1 Conjunctions and because 110
- 4.1.2 That-Complement 111
- 4.1.3 Other Embedded Clauses 113
- 4.1.4 Negation 118
- 4.1.5 Quantifiers and Nonreferential Quantified NPs 120
- 4.1.6 Demonstratives 124
- 4.1.7 Determiners 125
- 4.1.8 Nahuatl in and Spanish Nouns 126
- 4.1.9 Modification Structures 127
- 4.1.10 Switches Involving Subject and Object Pronouns 128
- 4.1.11 Switches Involving Clitics 131
- 4.1.12 Switches Involving a Bound Morpheme 132
- 4.1.13 Other Findings 134
- 4.2 Data Obtained in the Naturalistic Observation 135
- 4.2.1 Intersentential Switches 135
- 4.2.2 Conjunctions 135
- 4.2.3 Modification Structures 136
- 4.2.4 Nouns 137
- 4.2.5 Verbs 139
- 4.2.6 Prepositions 139
- 4.2.7 C-Elements 140
- 4.2.8 D-Elements 141
- 4.2.9 Negation 141
- 4.2.10 Word-Internal Instances of Code Switching 141
- 4.2.11 Adverbs 142
- 4.2.12 Interjections 142
- 4.2.13 Inventory of Spanish Borrowings in the Naturalistic Data 143
- 5 A Minimalist Approach to Code Switching 145
- 5.1 Code Switching on Minimalist Assumptions 145
- 5.2 The Spanish-Nahuatl Corpus 151
- 5.2.1 The Spanish-Nahuatl Corpus on Other Theories 151
- 5.2.2 An Analysis of the Data 156
- 5.2.2.1 Pronouns and Agreement Morphemes 156
- 5.2.2.2 Clitics and Agreement Morphemes 171
- 5.2.2.3 Embedded Clauses 179
- 5.2.2.4 Duratives 190
- 5.2.2.5 Negatives 196
- 5.2.2.6 Gender Features in DPs and Modification Structures 199
- 5.2.3 Preliminary Conclusions 206
- 5.3 Other Corpora and Some Prospects for Further Research 207
- 5.3.1.1 Conjunctions and that (Table 1, (1)-(2)) 208
- 5.3.1.2 Embedded Verbs (Table 1, (3a)-(3d)) 211
- 5.3.1.3 Negation (Table 1, (3e)) 215
- 5.3.1.4 D-Matter (Table 1, (4)) 216
- 5.3.1.5 Modification Structures (Table 1, (5)) 217
- 5.3.1.6 Pronouns and Clitics (Table 1, (6)) 219
- 5.3.1.7 Morphological Switches (Table 1, (7)) 221
- 5.3.1.8 Code Switching and Basic Word Orders 225
- 5.4 Some General Conclusions 230
- 6 Some Implications for Educational Research and Practice 247
- 6.1 Policy: Tacit Tracking and Code Switching 248
- 6.2 Curriculum 252
- 6.2.1 Revising the Threshold Hypothesis 252
- 6.2.2 Language Arts and Linguistic Inquiry 255
- 6.3 Teaching: Bilingual Instruction and Code Switching 257
- 6.4 Bilingualism and Assessment 261
- 6.5 Bilingualism, Cognition and Mental Architecture 265