The document discusses code-mixing in language. It begins by providing background on sociolinguistics and defining key terms like language, code, speech community, bilingualism, and code-mixing. It then discusses code-mixing in more depth, describing it as the change between one language to another within the same utterance or text. Some key features of code-mixing are that elements can be mixed on all grammatical levels and obey the rules of the original language. The document examines code-mixing in terms of its linguistic form and social/cultural meanings. Overall, the document provides an overview of code-mixing and its analysis in language.
Code switching and code-mixing as stylistic device (Alia Firdous (1)Alia Noor
This document discusses code switching and code mixing in Chinua Achebe's novel Things Fall Apart. It begins by introducing the topics and stating the purpose is to find examples of code switching and mixing in the novel, and how similar research could be conducted in Pakistan. It then provides background on the complex linguistic situation in Nigeria from British colonization and the use of English and indigenous languages. Examples of code switching and mixing are presented from the novel to show how Nigerian authors used these devices to express their culture and experiences through the English language. Suggestions are made for how related research could study code switching and mixing in Pakistani media, classrooms, and other contexts.
The current paper reviews sociolinguistics studies on code-mixing, a well-known phenomenon among speakers of dissimilar languages. Code mixing is a common phenomenon in the modern bilingual and multilingual world. The propensity of code mixing is not constrained to spoken discourse rather is apparent in the written discourse as well. Pakistan is also a multilingual country. The motive is to highlight the use of code mixing in Pakistani English literature. “Twilight in Delhi” a novel from Pakistani English literature has been selected for analysis.
Code Mixing And Code Switching In Text Messages Among English Department Stud...UCsanatadharma
This document discusses code switching that appears in text messages sent by English department students to their lecturers in Indonesia. It analyzes the types of code switching based on Saville-Troike (2003), finding both intrasentential and intersentential switching. It also analyzes the politeness strategies used based on Brown and Levinson (1987), finding strategies to avoid face-threatening acts by upholding foreign language in a native mindset. The document concludes that bilingualism and code switching can maintain native culture while learning a foreign language and culture.
The Use of Pidgin English Vocabulary in The Music IndustryGabriel Ken
This document discusses the use of Pidgin English vocabulary in the Nigerian music industry. It begins with an introduction to Pidgin English as the second most spoken language in Nigeria. It then discusses how the spread of Nigerian music has contributed to the increasing popularity and use of Pidgin English vocabulary. The document presents the objectives as examining how Nigerian music penetrates and affects the use of Pidgin English through an analysis of vocabulary in music tracks. It reviews related literature and outlines the research methodology of analyzing selected music lyrics to evaluate Pidgin English expressions, grammar and lexical items used.
This document summarizes a paper presented at an international conference on languages and linguistics that examines gender-based metaphors in Algerian Arabic and their implications. The paper analyzes a corpus of common metaphors used to describe men and women. It finds that many metaphors reinforce negative stereotypes about femininity, depicting women as deficient or troublemakers. In contrast, few metaphors portray masculinity negatively. The metaphors studied reflect and reinforce traditional patriarchal beliefs about appropriate gender roles in Algerian culture. The paper aims to understand how these metaphors shape ideologies and power dynamics between men and women from a perspective that privileges masculinity.
This document discusses code switching between different social classes. It aims to study the differences in language switching between upper and middle class girls in conversations. A questionnaire was used to collect data from upper class girls attending college and middle class girls attending primary school. The study found that middle class girls showed moderate confidence in speaking English but were not perfect, while the upper class girls did less switching between languages compared to the lower class.
1) The document discusses how classroom cultures are influenced by both micro and macro social contexts. It examines how national culture, institutional culture, and classroom culture can shape student behavior and influence the effectiveness of different teaching methodologies.
2) Two perspectives are presented on the role of national culture - that it can either inhibit collaborative learning ideals or that local cultural norms should take precedence over foreign teaching methods. The document advocates considering smaller cultural influences as well.
3) Non-pedagogical factors like student interactions, identities, coping strategies, and power dynamics also impact classroom cultures in ways unrelated to lesson content. Appropriate teaching methods require understanding these complex social influences.
Code switching and code-mixing as stylistic device (Alia Firdous (1)Alia Noor
This document discusses code switching and code mixing in Chinua Achebe's novel Things Fall Apart. It begins by introducing the topics and stating the purpose is to find examples of code switching and mixing in the novel, and how similar research could be conducted in Pakistan. It then provides background on the complex linguistic situation in Nigeria from British colonization and the use of English and indigenous languages. Examples of code switching and mixing are presented from the novel to show how Nigerian authors used these devices to express their culture and experiences through the English language. Suggestions are made for how related research could study code switching and mixing in Pakistani media, classrooms, and other contexts.
The current paper reviews sociolinguistics studies on code-mixing, a well-known phenomenon among speakers of dissimilar languages. Code mixing is a common phenomenon in the modern bilingual and multilingual world. The propensity of code mixing is not constrained to spoken discourse rather is apparent in the written discourse as well. Pakistan is also a multilingual country. The motive is to highlight the use of code mixing in Pakistani English literature. “Twilight in Delhi” a novel from Pakistani English literature has been selected for analysis.
Code Mixing And Code Switching In Text Messages Among English Department Stud...UCsanatadharma
This document discusses code switching that appears in text messages sent by English department students to their lecturers in Indonesia. It analyzes the types of code switching based on Saville-Troike (2003), finding both intrasentential and intersentential switching. It also analyzes the politeness strategies used based on Brown and Levinson (1987), finding strategies to avoid face-threatening acts by upholding foreign language in a native mindset. The document concludes that bilingualism and code switching can maintain native culture while learning a foreign language and culture.
The Use of Pidgin English Vocabulary in The Music IndustryGabriel Ken
This document discusses the use of Pidgin English vocabulary in the Nigerian music industry. It begins with an introduction to Pidgin English as the second most spoken language in Nigeria. It then discusses how the spread of Nigerian music has contributed to the increasing popularity and use of Pidgin English vocabulary. The document presents the objectives as examining how Nigerian music penetrates and affects the use of Pidgin English through an analysis of vocabulary in music tracks. It reviews related literature and outlines the research methodology of analyzing selected music lyrics to evaluate Pidgin English expressions, grammar and lexical items used.
This document summarizes a paper presented at an international conference on languages and linguistics that examines gender-based metaphors in Algerian Arabic and their implications. The paper analyzes a corpus of common metaphors used to describe men and women. It finds that many metaphors reinforce negative stereotypes about femininity, depicting women as deficient or troublemakers. In contrast, few metaphors portray masculinity negatively. The metaphors studied reflect and reinforce traditional patriarchal beliefs about appropriate gender roles in Algerian culture. The paper aims to understand how these metaphors shape ideologies and power dynamics between men and women from a perspective that privileges masculinity.
This document discusses code switching between different social classes. It aims to study the differences in language switching between upper and middle class girls in conversations. A questionnaire was used to collect data from upper class girls attending college and middle class girls attending primary school. The study found that middle class girls showed moderate confidence in speaking English but were not perfect, while the upper class girls did less switching between languages compared to the lower class.
1) The document discusses how classroom cultures are influenced by both micro and macro social contexts. It examines how national culture, institutional culture, and classroom culture can shape student behavior and influence the effectiveness of different teaching methodologies.
2) Two perspectives are presented on the role of national culture - that it can either inhibit collaborative learning ideals or that local cultural norms should take precedence over foreign teaching methods. The document advocates considering smaller cultural influences as well.
3) Non-pedagogical factors like student interactions, identities, coping strategies, and power dynamics also impact classroom cultures in ways unrelated to lesson content. Appropriate teaching methods require understanding these complex social influences.
Engaging in Critical Language and Cultural Studies Approaches for an Examination of Racism and Migration in the British Public Space
Rasha Ali Dheyab,
Ph.D. Student, Department of English, Faculty of Letters, Ovidius University of Constanța, Constanța, Romania
This article focuses on the relevance of Critical Discourse Analysis and of cultural studies approaches to an examination of racism and migration in the British public space. Critical Discourse Analysis as an active engagement with discourse in the social space is one of these critical approaches. The article is based on Halliday’s systematic functional grammar in terms of transitivity and modality. The main goal of this study is to investigate transitivity and modality about migration as it appears in a number of British tabloids. The focus is on aspects of racism in western countries, where there is a majority of white people and on issues related to patterns of access to the public and issues of inequality, racism and discrimination in the public space. Racism's reproduction and promotion by certain segments of the media is not a simple or straightforward process. It is important to see how the media plays a role in the reproduction of racism.
Keywords: Cultural Studies, Critical Language, Media, Migration, Racism
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug (Department of English) & Dr. Souhila Benzerroug (Department of French),
Teacher Training College of Bouzareah, Algiers, Algeria
Many scholars argue that language and culture are closely related to each other and hence the teaching of a foreign language cannot take place without the teaching of its corresponding culture which helps promoting language learning and enhancing learners’ motivation and performance (Corbett, J. (2003); (1996); Hinkel, E. (1999); Kramsch, C. (2006)). This being the case, the present study aims at putting emphasis on the importance and significance of integrating culture teaching in foreign language classroom in the Algerian school. It seeks to investigate whether foreign language teachers grant significant value and interest to the foreign language culture. Therefore, a descriptive analysis of the English and French textbooks of the secondary education was carried out to identify and examine the way the cultural dimensions are being dealt with. In addition, a survey was conducted by addressing a questionnaire to a number of secondary school teachers of English and French to investigate to what extent they consider culture teaching in their classroom. The research results revealed that despite the fact that there is a move towards fostering culture teaching, the textbooks still offer few tasks that deal with cultural aspects and teachers are still unfamiliar with the techniques to promote it in the classroom, thus they neglect culture teaching and prefer to focus on other aspects in the class like accuracy, fluency and language skills development. In light of these findings, a number of considerable implications and recommendation are presented to foreign language teachers and language policy decision-makers to stress the importance of integrating culture teaching and adequately implement it in the classroom.
Keywords: Foreign Language, Culture, Teaching, Integrating, Classroom
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The document discusses English as a global language of power and its relationship to minority language students learning English as a second language in New Zealand schools. It notes that English has become the dominant international language due to the historical power and influence of countries like the United States and United Kingdom. For ESL students in New Zealand, learning English is important to fully participate in the predominantly English-speaking society and have equal opportunities. Teachers have an important role in supporting ESL students and helping them develop English proficiency while acknowledging their diverse cultural backgrounds.
Kannada Versus English Meti Mallikarjun[1][1]guest614115c
This document discusses the interactions between Kannada and English in India in the context of globalization. It explores how English dominance has occurred at local and global levels in various domains like education, science, technology, and wider communication. While English plays an important role in connecting India to the world, its dominance threatens Kannada and India's linguistic diversity. However, some argue that most non-native English speakers use it as a lingua franca without adopting Anglo cultural values. The document examines strategies for preserving local languages like Kannada, such as promoting a balance of localization and globalization through a hybridization of languages.
This document summarizes a lecture about language and identity. It discusses how structuralism cannot address context, style, and identity considerations. It also discusses how language ideologies view languages as emblems of national identity but that languages are actually more complex, with multiple codes and practices woven into cultural life. Finally, it provides examples of the political histories relating to marginalized languages like Welsh and Mexican Spanish in the contexts of Wales and the United States.
The document discusses World Englishes and intercultural communication, including Kachru's three circles model of inner, outer, and expanding circle countries. It also examines recent cognitive approaches to studying varieties of English, how cultural conceptualizations can facilitate or impede intercultural communication, and the importance of intercultural competence for successful intercultural interactions.
کتیب الملخصات - المؤتمر الدولي السادس حول القضايا الراهنة للغات، علم اللغة، الترجمة و الأدب
9-10 أكتوبر 2021 ، الأهواز
لمزید من المعلومات، ﯾرﺟﯽ زﯾﺎرة ﻣوﻗﻌﻧﺎ اﻹﻟﮐﺗروﻧﻲ : WWW.LLLD.IR
لا تتردد فی مراسلتنا للاجابة عن ای استفسارات.
اللجنة المنظمة للمؤتمر،
الأهواز / الصندوق البريدی 61335-4619:
الهاتف :32931199-61 (98+)
الفاکس:32931198-61(98+)
النقال و رقم للتواصل عبر الواتس اب : 9165088772(98+)
WWW.LLLD.IR، البريد اﻹﻟﮑﺘﺮوﻧﻲ: info@pahi.ir
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Tanzeela Abid & Dr. Habibullah Pathan,
English Language Development Centre, Faculty of Science, Technology and Humanities, Mehran University of Engineering and Technology, Pakistan
This is an exploratory study and qualitative in nature. Unit of exploration is ‘Adult Broca’s Aphasic Patients.’ This paper aims to explore the function and integrity of ‘Speech Therapy’ for adult Broca’s aphasia. Aphasia is the after-effect of brain damage, commonly found in left hemisphere which disrupts language faculty. The present study focuses on ‘Lexical’ aspect of language in which an individual faces trouble in processing of words. In Broca’s aphasia affected individual suffers from diminished capability of speaking/communication. To recover such diminished capabilities, speech therapy is utilized. This study intends to investigate the effectiveness of speech therapy that how speech therapy helps to adult Broca’s aphasia to recover their speaking or conversing skills? Participants of the study are ‘Speech therapists.’ Purposeful sampling, particularly Snowball sampling has been undertaken. Semi-structured interviews have been conducted from five speech therapists, which have been analyzed through thematic analysis under the light of ‘Sketch Model’ given by De ruiter and De beer (2013). The Findings of the study suggest that speech therapy may be proved helpful for Broca’s aphasia to recover their communicating capabilities but it requires much time (minimum 6 months). Moreover, recovery depends upon certain factors such as age, level of disorder and willingness.
Keywords: Broca’s Aphasia, Lexical Deficit, Speech Therapy, Communication, Speaking Skills
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Multilingualism, plurilingualism & Co.: terminology issues in the study of mu...Pierpaolo Di Carlo
This is the introductory lecture of the first Yaounde Summer School on African Multilingualism (YSSAM) that was held at the University of Yaounde 1, August 5 - 11, 2017. Terms frequently used in the study of multilingualism are reviewed and some clarifications offered. These include: multilingualism vs. plurilingualism, linguistic diversity, language ideologies.
YSSAM is part of the project entitled "Language documentation, fieldwork training models, and computational tools for understanding linguistic stability and change", funded by the U.S. NSF (Award No. BCS-1360763).
This document discusses a research article that examines metalinguistic talk among Chinese-Malaysian youth about societal multilingualism in Malaysia. The researcher had groups of Chinese-Malaysian youths discuss examples of Malaysia's multilingual linguistic landscape to elicit metalinguistic discussions. Their discussions manifested rich metalinguistic perspectives on Malaysia's linguistic and ethnic diversity that were shaped by the country's complex sociopolitical history and context. The researcher analyzed the different topics that emerged in the discussions and recurrent narratives about language, ethnicity, and national identity. The study demonstrates that examining a linguistic landscape can be an effective methodological tool for understanding grassroots sociocognitive perspectives on multilingualism.
Lambada- Telugu Contact: Factors Affecting Language Choice in Bilingualsinventionjournals
Language contact between Lambadi and Telugu in Telangana region has been in effect since before independence. Generations of contact has resulted in bilingualism of various degrees among them. This bilingualism has produced variation in the use of Lambadi language with respect to psychological, social and cultural factors further under the influence of urbanization and globalization. Part of a series of research, addressed to analyze the synchronic effects seen as a consequence of the contact of lambada with a dominant language (culturally and in numbers), this paper aims to state and consolidate all factors influencing the language maintenance and shift among Lambada speakers. Under such circumstances, an analysis of language choice under the influence of factors ranging from situation, topic, domain, role, media as theorized by Fishman(1965) are applicable with furthermore additions resulting from Lambadi being an oral language. Language contact and choice, of two languages with scripts has to be viewed in a different perspective than the contact between an orally passed down language and a language with script. Media variance tips the needle towards the scripted language for all governmental and technical purposes and thus eliminates the resistance to shift from mother tongue which is otherwise universally seen. Similar differences have been studied and an effort to give a construct more suitable to the multilingual contact study of the case under study has been done in this paper.
This document summarizes a study that examines the relationship between oral and written discourse in second language English speakers. The study hypothesizes that there is a positive working relationship between the two. Data was collected from a French doctoral student, including a writing sample and recorded speech sample. While the results showed a weak relationship, analysis of the speech without fillers revealed native-like patterns. The document reviews theories on language acquisition and the influence of first language on second language learning.
Relationship between Creativity and Tolerance of Ambiguity to Understand Metaphorical Polysemy: A Pilot Study
Maha Ounis,
Department of English, Faculty of Letters and Humanities, University of Sfax, Tunisia
This study focuses on lexical ambiguity as polysemous words were proved to hinder meaning understanding. In an attempt to operationalize polysemous words from a cognitive perspective, the researcher deduces that metaphorical polysemy engenders words with basic and peripheral (or metaphorical) senses. Participants were asked to answer Multiple Stimulus Types Ambiguity Tolerance Scale II (MSTAT II). Then, they answered Wallach and Kogan Creativity Test, which revealed a slight positive relationship with MSTAT II. Furthermore, the results show two things. First, there is a positive relationship between creativity and semi-technical vocabulary tests scores. Second, there is a link between creativity level and understanding the prototypical meanings of words. Contrarily, MSTAT II and prototypical meanings tests scores correlation is very weak.
Keywords: Adult Language Learners, Multilingualism, Language Testing, Language Learning, Foreign Languages
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The article analyzes the emergence of grammar in a new sign language called ABSL used among a community of congenitally deaf children in Israel. The study finds that ABSL has developed distinct grammatical structures like subject-verb-object word order that are not influenced by surrounding spoken languages like Arabic and Hebrew. This supports the claim that universal grammar internal to the human mind, not external influences, drives the development of systematic structure in a new language.
1) Applied linguistics has historically studied language and culture separately but since the 1970s has incorporated a discourse approach that views culture as constructed through language use.
2) This shift was driven by developments in fields like conversation analysis, cross-cultural pragmatics, and intercultural communication.
3) While the discourse approach challenges essentialist views of culture, debates continue between structuralist and post-structuralist perspectives in research and practice.
Ecolinguistics is the study of language is relevant to many other fields of inquiry. Ecolinguistics is the study of language according to the environment it is used in (Derni, 2008).
Language is part of the environment where we live, it is to be speculated in accordance with this environment. And as language enters into almost every aspect of human life, many disciplines dealing with various aspects of human life can be used in correspondence with linguistic study.
Ecolinguistics also investigates the role of language in the development and possible solution of ecological and environmental problems (Fill, 1993 in Al-Gayoni, 2012:28). In the other words ecolinguistics is a study of preservation of linguistic diversity.
This document discusses teaching culture in the English as a foreign language (EFL) classroom. It emphasizes that language and culture are intertwined and that teaching a language means teaching its culture. The document provides examples of idiomatic expressions from different English-speaking countries to illustrate cultural variations. It also discusses definitions of culture and language from various scholars. Finally, it proposes ways to incorporate culture into EFL classrooms, such as compiling lists of cultural topics, using various materials from the target culture, and setting goals around cultural understanding for students.
Code-Mixing as a Marker of Gender Identity in SMS language in Pakistaniosrjce
This research deals with the gender based code-mixing in mobile phone SMS texting in Pakistani
society. It is generally observable fact that code-mixing is used by both males and females while sending
messages through their mobile phones. This research has explored the happening of code mixing i.e. mixing of
the two varieties or two different languages, which can mark the gender differences in using text messages. In
this research paper quantitative method is used to collect and analyze the data. One thousand non-forwarded
conversational SMS were collected through random sampling of 25 males and 25 females with an equal
quantity of sample from both counter parts. The findings of the study have shown that there are gender based
differences in SMS language used in Pakistan on the basis of Code-Mixing in term of frequency, nature and
topic & purpose of conversation. The findings are generalized for all males and females citizens of Pakistan.
This document provides an introduction to linguistics. It discusses what language is, how it is used, and its key characteristics. Some important points made include that language is a characteristic of society, not just individuals, and that it allows for displacement and creativity. The document also outlines the main branches of linguistics, such as general linguistics, historical linguistics, and sociolinguistics. It explains that linguistics is the scientific study of language and how it can be analyzed on different levels.
What is Sociolinguistics? Explain Its Scope and Origin. BS. English (4th Seme...AleeenaFarooq
Sociolinguistics is the study of how language and society interact and influence each other. It examines how factors like ethnicity, religion, gender, age, and education impact language variations between groups. Sociolinguistics originated in the late 1960s from fields like dialectology, historical linguistics, and language contact, incorporating influences from sociology and psychology. Key figures like Labov, Hymes, and Cameron contributed to establishing sociolinguistics as an independent subject concerned with both the social and structural aspects of language use. Sociolinguistics can be divided into micro- and macro-levels, with micro focusing on individual language variations and macro analyzing language patterns at the societal level.
Engaging in Critical Language and Cultural Studies Approaches for an Examination of Racism and Migration in the British Public Space
Rasha Ali Dheyab,
Ph.D. Student, Department of English, Faculty of Letters, Ovidius University of Constanța, Constanța, Romania
This article focuses on the relevance of Critical Discourse Analysis and of cultural studies approaches to an examination of racism and migration in the British public space. Critical Discourse Analysis as an active engagement with discourse in the social space is one of these critical approaches. The article is based on Halliday’s systematic functional grammar in terms of transitivity and modality. The main goal of this study is to investigate transitivity and modality about migration as it appears in a number of British tabloids. The focus is on aspects of racism in western countries, where there is a majority of white people and on issues related to patterns of access to the public and issues of inequality, racism and discrimination in the public space. Racism's reproduction and promotion by certain segments of the media is not a simple or straightforward process. It is important to see how the media plays a role in the reproduction of racism.
Keywords: Cultural Studies, Critical Language, Media, Migration, Racism
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study
Dr. Samah Benzerroug (Department of English) & Dr. Souhila Benzerroug (Department of French),
Teacher Training College of Bouzareah, Algiers, Algeria
Many scholars argue that language and culture are closely related to each other and hence the teaching of a foreign language cannot take place without the teaching of its corresponding culture which helps promoting language learning and enhancing learners’ motivation and performance (Corbett, J. (2003); (1996); Hinkel, E. (1999); Kramsch, C. (2006)). This being the case, the present study aims at putting emphasis on the importance and significance of integrating culture teaching in foreign language classroom in the Algerian school. It seeks to investigate whether foreign language teachers grant significant value and interest to the foreign language culture. Therefore, a descriptive analysis of the English and French textbooks of the secondary education was carried out to identify and examine the way the cultural dimensions are being dealt with. In addition, a survey was conducted by addressing a questionnaire to a number of secondary school teachers of English and French to investigate to what extent they consider culture teaching in their classroom. The research results revealed that despite the fact that there is a move towards fostering culture teaching, the textbooks still offer few tasks that deal with cultural aspects and teachers are still unfamiliar with the techniques to promote it in the classroom, thus they neglect culture teaching and prefer to focus on other aspects in the class like accuracy, fluency and language skills development. In light of these findings, a number of considerable implications and recommendation are presented to foreign language teachers and language policy decision-makers to stress the importance of integrating culture teaching and adequately implement it in the classroom.
Keywords: Foreign Language, Culture, Teaching, Integrating, Classroom
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The document discusses English as a global language of power and its relationship to minority language students learning English as a second language in New Zealand schools. It notes that English has become the dominant international language due to the historical power and influence of countries like the United States and United Kingdom. For ESL students in New Zealand, learning English is important to fully participate in the predominantly English-speaking society and have equal opportunities. Teachers have an important role in supporting ESL students and helping them develop English proficiency while acknowledging their diverse cultural backgrounds.
Kannada Versus English Meti Mallikarjun[1][1]guest614115c
This document discusses the interactions between Kannada and English in India in the context of globalization. It explores how English dominance has occurred at local and global levels in various domains like education, science, technology, and wider communication. While English plays an important role in connecting India to the world, its dominance threatens Kannada and India's linguistic diversity. However, some argue that most non-native English speakers use it as a lingua franca without adopting Anglo cultural values. The document examines strategies for preserving local languages like Kannada, such as promoting a balance of localization and globalization through a hybridization of languages.
This document summarizes a lecture about language and identity. It discusses how structuralism cannot address context, style, and identity considerations. It also discusses how language ideologies view languages as emblems of national identity but that languages are actually more complex, with multiple codes and practices woven into cultural life. Finally, it provides examples of the political histories relating to marginalized languages like Welsh and Mexican Spanish in the contexts of Wales and the United States.
The document discusses World Englishes and intercultural communication, including Kachru's three circles model of inner, outer, and expanding circle countries. It also examines recent cognitive approaches to studying varieties of English, how cultural conceptualizations can facilitate or impede intercultural communication, and the importance of intercultural competence for successful intercultural interactions.
کتیب الملخصات - المؤتمر الدولي السادس حول القضايا الراهنة للغات، علم اللغة، الترجمة و الأدب
9-10 أكتوبر 2021 ، الأهواز
لمزید من المعلومات، ﯾرﺟﯽ زﯾﺎرة ﻣوﻗﻌﻧﺎ اﻹﻟﮐﺗروﻧﻲ : WWW.LLLD.IR
لا تتردد فی مراسلتنا للاجابة عن ای استفسارات.
اللجنة المنظمة للمؤتمر،
الأهواز / الصندوق البريدی 61335-4619:
الهاتف :32931199-61 (98+)
الفاکس:32931198-61(98+)
النقال و رقم للتواصل عبر الواتس اب : 9165088772(98+)
WWW.LLLD.IR، البريد اﻹﻟﮑﺘﺮوﻧﻲ: info@pahi.ir
Role of Speech Therapy in Overcoming Lexical Deficit in Adult Broca’s Aphasia
Tanzeela Abid & Dr. Habibullah Pathan,
English Language Development Centre, Faculty of Science, Technology and Humanities, Mehran University of Engineering and Technology, Pakistan
This is an exploratory study and qualitative in nature. Unit of exploration is ‘Adult Broca’s Aphasic Patients.’ This paper aims to explore the function and integrity of ‘Speech Therapy’ for adult Broca’s aphasia. Aphasia is the after-effect of brain damage, commonly found in left hemisphere which disrupts language faculty. The present study focuses on ‘Lexical’ aspect of language in which an individual faces trouble in processing of words. In Broca’s aphasia affected individual suffers from diminished capability of speaking/communication. To recover such diminished capabilities, speech therapy is utilized. This study intends to investigate the effectiveness of speech therapy that how speech therapy helps to adult Broca’s aphasia to recover their speaking or conversing skills? Participants of the study are ‘Speech therapists.’ Purposeful sampling, particularly Snowball sampling has been undertaken. Semi-structured interviews have been conducted from five speech therapists, which have been analyzed through thematic analysis under the light of ‘Sketch Model’ given by De ruiter and De beer (2013). The Findings of the study suggest that speech therapy may be proved helpful for Broca’s aphasia to recover their communicating capabilities but it requires much time (minimum 6 months). Moreover, recovery depends upon certain factors such as age, level of disorder and willingness.
Keywords: Broca’s Aphasia, Lexical Deficit, Speech Therapy, Communication, Speaking Skills
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Multilingualism, plurilingualism & Co.: terminology issues in the study of mu...Pierpaolo Di Carlo
This is the introductory lecture of the first Yaounde Summer School on African Multilingualism (YSSAM) that was held at the University of Yaounde 1, August 5 - 11, 2017. Terms frequently used in the study of multilingualism are reviewed and some clarifications offered. These include: multilingualism vs. plurilingualism, linguistic diversity, language ideologies.
YSSAM is part of the project entitled "Language documentation, fieldwork training models, and computational tools for understanding linguistic stability and change", funded by the U.S. NSF (Award No. BCS-1360763).
This document discusses a research article that examines metalinguistic talk among Chinese-Malaysian youth about societal multilingualism in Malaysia. The researcher had groups of Chinese-Malaysian youths discuss examples of Malaysia's multilingual linguistic landscape to elicit metalinguistic discussions. Their discussions manifested rich metalinguistic perspectives on Malaysia's linguistic and ethnic diversity that were shaped by the country's complex sociopolitical history and context. The researcher analyzed the different topics that emerged in the discussions and recurrent narratives about language, ethnicity, and national identity. The study demonstrates that examining a linguistic landscape can be an effective methodological tool for understanding grassroots sociocognitive perspectives on multilingualism.
Lambada- Telugu Contact: Factors Affecting Language Choice in Bilingualsinventionjournals
Language contact between Lambadi and Telugu in Telangana region has been in effect since before independence. Generations of contact has resulted in bilingualism of various degrees among them. This bilingualism has produced variation in the use of Lambadi language with respect to psychological, social and cultural factors further under the influence of urbanization and globalization. Part of a series of research, addressed to analyze the synchronic effects seen as a consequence of the contact of lambada with a dominant language (culturally and in numbers), this paper aims to state and consolidate all factors influencing the language maintenance and shift among Lambada speakers. Under such circumstances, an analysis of language choice under the influence of factors ranging from situation, topic, domain, role, media as theorized by Fishman(1965) are applicable with furthermore additions resulting from Lambadi being an oral language. Language contact and choice, of two languages with scripts has to be viewed in a different perspective than the contact between an orally passed down language and a language with script. Media variance tips the needle towards the scripted language for all governmental and technical purposes and thus eliminates the resistance to shift from mother tongue which is otherwise universally seen. Similar differences have been studied and an effort to give a construct more suitable to the multilingual contact study of the case under study has been done in this paper.
This document summarizes a study that examines the relationship between oral and written discourse in second language English speakers. The study hypothesizes that there is a positive working relationship between the two. Data was collected from a French doctoral student, including a writing sample and recorded speech sample. While the results showed a weak relationship, analysis of the speech without fillers revealed native-like patterns. The document reviews theories on language acquisition and the influence of first language on second language learning.
Relationship between Creativity and Tolerance of Ambiguity to Understand Metaphorical Polysemy: A Pilot Study
Maha Ounis,
Department of English, Faculty of Letters and Humanities, University of Sfax, Tunisia
This study focuses on lexical ambiguity as polysemous words were proved to hinder meaning understanding. In an attempt to operationalize polysemous words from a cognitive perspective, the researcher deduces that metaphorical polysemy engenders words with basic and peripheral (or metaphorical) senses. Participants were asked to answer Multiple Stimulus Types Ambiguity Tolerance Scale II (MSTAT II). Then, they answered Wallach and Kogan Creativity Test, which revealed a slight positive relationship with MSTAT II. Furthermore, the results show two things. First, there is a positive relationship between creativity and semi-technical vocabulary tests scores. Second, there is a link between creativity level and understanding the prototypical meanings of words. Contrarily, MSTAT II and prototypical meanings tests scores correlation is very weak.
Keywords: Adult Language Learners, Multilingualism, Language Testing, Language Learning, Foreign Languages
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The article analyzes the emergence of grammar in a new sign language called ABSL used among a community of congenitally deaf children in Israel. The study finds that ABSL has developed distinct grammatical structures like subject-verb-object word order that are not influenced by surrounding spoken languages like Arabic and Hebrew. This supports the claim that universal grammar internal to the human mind, not external influences, drives the development of systematic structure in a new language.
1) Applied linguistics has historically studied language and culture separately but since the 1970s has incorporated a discourse approach that views culture as constructed through language use.
2) This shift was driven by developments in fields like conversation analysis, cross-cultural pragmatics, and intercultural communication.
3) While the discourse approach challenges essentialist views of culture, debates continue between structuralist and post-structuralist perspectives in research and practice.
Ecolinguistics is the study of language is relevant to many other fields of inquiry. Ecolinguistics is the study of language according to the environment it is used in (Derni, 2008).
Language is part of the environment where we live, it is to be speculated in accordance with this environment. And as language enters into almost every aspect of human life, many disciplines dealing with various aspects of human life can be used in correspondence with linguistic study.
Ecolinguistics also investigates the role of language in the development and possible solution of ecological and environmental problems (Fill, 1993 in Al-Gayoni, 2012:28). In the other words ecolinguistics is a study of preservation of linguistic diversity.
This document discusses teaching culture in the English as a foreign language (EFL) classroom. It emphasizes that language and culture are intertwined and that teaching a language means teaching its culture. The document provides examples of idiomatic expressions from different English-speaking countries to illustrate cultural variations. It also discusses definitions of culture and language from various scholars. Finally, it proposes ways to incorporate culture into EFL classrooms, such as compiling lists of cultural topics, using various materials from the target culture, and setting goals around cultural understanding for students.
Code-Mixing as a Marker of Gender Identity in SMS language in Pakistaniosrjce
This research deals with the gender based code-mixing in mobile phone SMS texting in Pakistani
society. It is generally observable fact that code-mixing is used by both males and females while sending
messages through their mobile phones. This research has explored the happening of code mixing i.e. mixing of
the two varieties or two different languages, which can mark the gender differences in using text messages. In
this research paper quantitative method is used to collect and analyze the data. One thousand non-forwarded
conversational SMS were collected through random sampling of 25 males and 25 females with an equal
quantity of sample from both counter parts. The findings of the study have shown that there are gender based
differences in SMS language used in Pakistan on the basis of Code-Mixing in term of frequency, nature and
topic & purpose of conversation. The findings are generalized for all males and females citizens of Pakistan.
This document provides an introduction to linguistics. It discusses what language is, how it is used, and its key characteristics. Some important points made include that language is a characteristic of society, not just individuals, and that it allows for displacement and creativity. The document also outlines the main branches of linguistics, such as general linguistics, historical linguistics, and sociolinguistics. It explains that linguistics is the scientific study of language and how it can be analyzed on different levels.
What is Sociolinguistics? Explain Its Scope and Origin. BS. English (4th Seme...AleeenaFarooq
Sociolinguistics is the study of how language and society interact and influence each other. It examines how factors like ethnicity, religion, gender, age, and education impact language variations between groups. Sociolinguistics originated in the late 1960s from fields like dialectology, historical linguistics, and language contact, incorporating influences from sociology and psychology. Key figures like Labov, Hymes, and Cameron contributed to establishing sociolinguistics as an independent subject concerned with both the social and structural aspects of language use. Sociolinguistics can be divided into micro- and macro-levels, with micro focusing on individual language variations and macro analyzing language patterns at the societal level.
Sociolinguistics studies the relationship between language and society. It examines how social structures influence language use and how language variations are used to convey social meanings. Sociolinguists collect data on linguistic variations and their social contexts through methods like observation, elicitation, interviews, and statistical analysis of large speech samples. Their goal is to understand the systematic social patterns underlying linguistic variation and language use.
This document discusses key concepts in sociolinguistics. It defines sociolinguistics as the study of how social factors influence language use and how language impacts society. Some fundamental concepts discussed include speech communities, prestige varieties of language, social networks, internal vs. external language, and how language differs based on social class and aspiration. It also covers concepts like covert prestige, sociolinguistic variables, and deviation from standard language varieties.
This document provides an overview of the relationships between language, thought, and culture from an applied linguistics perspective. It discusses key concepts like the Sapir-Whorf hypothesis, which suggests that the structure of a language influences the worldview of its speakers. While the strong version of linguistic relativity has been rejected, the document notes there is still an influence of language on thought. Research problems in applied linguistics are also examined, such as balancing description with prescription and addressing linguistic and educational concerns.
This document provides an introduction to sociolinguistics. It begins by defining sociolinguistics as the study of the relationship between language and the social context in which it is used. It explains that sociolinguistics examines how people use language differently in various social settings and how language conveys social meaning. The document then discusses key topics in sociolinguistics, including language versus dialect, regional dialects, social dialects, and language variations based on style, register and social beliefs. It provides examples of how language usage varies based on social factors like region, socioeconomic class, gender, and education level.
English language teaching- "Sociolinguistic"Rinkal Jani
I m Rinkal jani student of Department of English from MK Bhavnagar University, here i am sharing my presentation on English language teaching and my topic is “Sociolinguistics’ It is a part of my Academic activity.
Macro-sociolinguistics examines the relationship between language and society on a large scale. It focuses on social factors like the interaction between languages and dialects, the decline of minority languages, and the development of bilingualism within social groups. In particular, macro-sociolinguistics studies issues in developing countries regarding language standardization, planning, development, and communication between ethnic groups. It differs from micro-sociolinguistics, which studies language in relation to society on a smaller scale by examining language use patterns and specific dialects.
This document provides an overview of sociolinguistics, defining it as the study of language in relation to society. It discusses key concepts like speech communities, prestige varieties, and language contact. The main representatives discussed are William Labov and Basil Bernstein. Methodologies introduced by Labov are also summarized, including the use of minimal pairs, word lists, and interviews to study language variation. The document emphasizes the importance of sociolinguistics for understanding language variations and its relevance for teaching foreign languages.
Sociolinguistics examines the relationship between language and society. It studies how language influences and is influenced by factors like culture, identity, social status, and power dynamics. Sociolinguists investigate topics like language attitudes, the social meanings associated with linguistic variations, and how language use changes across different social contexts and interactions. The field has grown in importance as globalization increases interactions between diverse cultures and communities. Sociolinguistics provides insights into social and political issues by analyzing how language shapes and reflects dimensions of human behavior and social organization.
This document provides an overview of key concepts in sociolinguistics. It discusses how sociolinguistics examines language variation according to social factors like age, gender, education level, occupation, and social class. Some key findings are:
1) Social dialects vary regionally and according to social class. Working class speakers tend to use features that differ from middle class speakers, marking social status.
2) Social markers like pronunciation patterns (e.g. dropping /r/ sounds) can signify membership in social groups. Features associated with less education often indicate lower class.
3) Basil Bernstein identified "elaborated codes" used by middle/upper classes that emphasize individual expression, and "restricted codes
India, as well-known to all, is the home of diversity; linguistic, cultural, religious, and social diversity. All these aspects are interwoven together making India a vibrant nation promoting the impeccable idea of "unity in diversity". As a multilingual nation, the study of language contact, where hundreds of different languages are in a constant negotiation, provides an appropriate zone for investigating the language interaction and the sociolinguistic consequences resulting from such process. This paper casts the light on the Kurukh’s contact with Hindi and Sadri, being the languages spoken in the area under scrutiny, tracing the sociolinguistic consequences of this interaction through studying a sample of these tribes residing in Mandar area. It also seeks to find out the sociolinguistic status quo of Kurukh and its status among its speakers through considering the contexts and situations in which both Hindi and Kurukh are used. It has been reported that Hindi, Sadri, and Kurukh are used exchangeably in a complementary distribution. Kurukh is spoken in some certain domains; at home, talking with friends of the same speech community, and in-group occasions when they come together to celebrate their religious festivals or any other social occasions whereas Hindi and Sadri are used for conversing with people of other speech communities or when they are in the presence of out-group people. On the other hand, the children receive their education in Hindi-medium schools and some of them in that of English-medium. In the school context, the students of Kurukh background avoid using their mother tongue even when they talk to each other lest to be mocked at or stigmatized by their friends and classmates who do not understand their language. This linguistic behavior of the young generation puts the Kurukh language at stake and jeopardizes the linguistic identity of its speakers as the time goes by.
How Culture And Perception Are Directly Influenced By...Tiffany Graham
Here are some key special factors and issues an EL professional faces in identifying if an EL student's problem indicates a special education issue or normal language acquisition:
- Lack of appropriate assessment tools that are culturally and linguistically relevant for EL students at different English proficiency levels. Standardized tests may not accurately reflect an EL student's skills.
- Difficulty distinguishing between a learning disability versus normal second language acquisition challenges. Features of SLA like errors in grammar/pronunciation can mask an underlying disability.
- Impact of sociocultural/linguistic differences that can place ELs at an academic disadvantage regardless of cognitive abilities. Cultural norms around learning may differ.
- Scarcity of qualified EL professionals with expertise
This document summarizes the key aspects of sociolinguistic research on language variation and social class. It discusses how social class can influence language use through sociolects. It describes William Labov's seminal study in New York City that correlated non-prevocalic /r/ usage with social class. The study found higher /r/ usage among higher social classes. It also outlines the typical stages of quantitative sociolinguistic research pioneered by Labov, including selecting variables, collecting speech samples, identifying linguistic variables, processing data, and interpreting results.
Twins Are Sometimes Observed To Make Up Their Own LanguagesSheila Guy
This summary discusses George Orwell's view on the relationship between thought and language as expressed in his essay "Politics and the English Language".
1. Orwell believed that thought and language influence each other - corrupt or unclear thought can corrupt language, and corrupt or unclear language can corrupt thought.
2. He saw issues emerging in modern English language use, such as dead metaphors, pretentious diction, and meaningless words. Orwell argued these things negatively impacted political language and discourse.
3. For Orwell, clear and honest political thought needed to be expressed through straightforward language using clear meanings and without nonsense phrases. He felt improving writing standards could help clarity in political life.
This document discusses language varieties. It begins by explaining that language is central to human communication and reflects aspects of identity and culture. There are different types of language varieties, including dialects, accents, registers, styles, code-switching, and diglossia. Dialects can be regional, based on geography, or social, based on factors like class. Accents refer to phonological distinctions that indicate where a speaker is from. The document then provides examples of regional dialects in Lombok and Bima in Indonesia, showing lexical variations. It also discusses characteristics of Bimanese and Sasaknese accents.
Integrating currency, challenge and cultureZahra Mottaghi
This document discusses using authentic texts for language learning. It covers three main advantages: culture, currency, and challenge. For culture, authentic texts incorporate the target language culture and help learners build cultural schemata. For currency, authentic texts cover current topics and emerging language. They also better motivate learners. However, coursebooks struggle to represent diverse English cultures or learners' native cultures. The document proposes using local context-specific materials instead of global coursebooks. It also notes authentic texts provide intrinsically challenging but effective language input at all proficiency levels.
This document discusses different perspectives on the concept of language. It contrasts the view of language in linguistics with more everyday understandings. In linguistics, language is studied through examining its universal properties, using both natural languages like English as well as artificial example languages. These artificial languages demonstrate properties like vocabulary, syntax and semantics. However, they lack meaningful relationships to the real world. Natural languages relate symbols to the world through truth conditions and can be used to make statements that are true or false. The document introduces the sociolinguistic perspective, which studies language use in its social contexts.
This document discusses linguistic anthropology and the relationship between language and culture. It notes that linguistic anthropology studies human languages in the context of the cultures that developed them. Key points made include that language is a defining feature of humans, all languages serve their speakers equally in achieving communication, and language and culture are deeply intertwined and influence personal identity.
Web marketing includes various online marketing techniques like ecommerce websites, affiliate marketing websites, promotional websites, online advertising, and search engine optimization. It uses the internet as a marketing channel to generate sales leads, sell products/services, and support businesses through activities like affiliate marketing. Affiliate marketing works by driving traffic and sales to partner websites through links and ads, with affiliates receiving rewards like commissions based on sales.
This document discusses share capital and provides guidance on auditing share capital. It defines share capital as funds raised by issuing shares in exchange for cash or other considerations. Share capital can include both common and preferred shares and the amount can change as new shares are issued. The document then provides details on authorized share capital and how it differs from issued share capital. It outlines steps auditors should take to verify share capital is properly classified, authorized share movements are correctly recorded, reserves are properly disclosed, and legal requirements are met. Key points for auditing share capital include checking board minutes, testing share applications to cashbook entries, and verifying compliance with company regulations.
This document discusses consent and contracts. It states that when consent is not free due to coercion, undue influence, fraud, or misrepresentation, the contract is usually voidable by the party whose consent was affected. It defines undue influence as using a dominant position over another party to obtain an unfair advantage. A mistake of fact can be either unilateral, where one party is mistaken, or bilateral, where both parties are mistaken about an essential matter, in which case the contract is void.
Control involves ensuring operations follow established plans, orders, and principles. It measures past performance to identify mistakes and take corrective actions to prevent future issues. Control is a continuous process performed by all managers that establishes standards, measures actual performance, analyzes deviations, and takes steps to correct them. In summary, control verifies conformity to plans and instructions, identifies weaknesses, and works to remedy issues and prevent their recurrence.
The document provides an introduction to a translation studies project analyzing Ernest Hemingway's novel A Farewell to Arms translated into Urdu as Widaa-e-Jang by Ashfaq Ahmad. It discusses the source text by Hemingway, introduces the translator Ashfaq Ahmad and his translation, presents the hypothesis and reviews relevant translation theories that will be applied in the analysis, including those of Nida and Taber, Jakobson, and Vinay and Darbelnet.
This document provides a summary of a model for learning based on learning theories and strategies. It discusses that learning is a change in behavior or knowledge as a result of experience. Key aspects of learning include building connections between new and existing knowledge, overcoming obstacles through continued practice and planning, and maintaining motivation. The model is represented by a picture showing how different areas of knowledge are connected like a roadmap or communication network, and how planning and seeing the entire system can help facilitate the learning process.
From the particular to the universal re-reading pessimism in dream on monke...Fatima Gul
This document provides a summary and analysis of Derek Walcott's play Dream on Monkey Mountain. It argues that while the play seems to present a pessimistic view of attempts to reclaim African identity, a closer reading reveals nuance. While mimicry of white colonizers and the African revival both initially appear futile according to the theories of Fanon, Walcott's text can be read more optimistically. Specifically, the initial stages of Makak's reclamation of his African identity seem authentic in addressing his suffering, despite the revival ultimately descending into madness. This suggests the universal and particular should not be viewed as entirely oppositional.
This document summarizes Naipaul's visit to Shafi's village of Kota Bharu in Malaysia. It describes the village as covered in jungle with constant rain. Naipaul meets with a government employee and three head teachers, including a lecturer who shares his experience studying at Al-Azhar University in Cairo, saying the Arab students there were undisciplined and unreliable. The village is contrasted with Shafi's view of it being once unpolluted with pious people, unlike the present situation with modern influences.
The document provides an in-depth analysis and summary of Graham Greene's novel "The Tenth Man". It discusses how the novel portrays several themes prominent in post-war societies, including the psychological effects of war, loss of identity, loneliness, and lack of faith. It analyzes Greene's exploration of concepts like time, human nature, deception, and recovery of faith through the main character's journey. Overall, the summary examines how the novel captures the human condition and fragility in the aftermath of war through its characters and exploration of existentialist ideas.
This document provides an overview of theories related to translation studies. It discusses Vinay and Darbelnet's model of direct and oblique translation, Catford's model of translation shifts including level and category shifts, and Roman Jakobson's model of equivalence. The document also outlines the structure of a research project analyzing the translation of Gone With the Wind from English to Urdu using these theoretical frameworks.
Cognitivism is a learning theory that looks beyond observable behaviors to explain learning as a mental process. It views humans as active thinkers who process new information by relating it to their prior knowledge through mental constructs. Constructivism, a cognitive learning theory, holds that learning is an active process where learners construct new knowledge by integrating new information into existing mental frameworks. The cognitive approach sees language acquisition as similar to other types of learning, where knowledge is represented and organized mentally according to cognitive principles. Cognitivism has influenced English for Specific Purposes by focusing on giving learners meaningful activities and reading strategies related to their fields to facilitate comprehension and knowledge construction.
This document provides information about several Caribbean countries and authors from the region:
- It discusses the history of Jamaica, including its use as a base for privateers, the destruction of Port Royal, the growth of Kingston as the capital, and its dependence on slave labor for sugar plantations. It also mentions uprisings by enslaved Africans.
- For Cuba, it outlines the indigenous peoples, Spanish colonization, British occupation, independence struggles, and formal independence in 1902.
- It profiles several Jamaican and Cuban authors including Roger Mais, Nicolás Guillén, Paule Marshall, Anthony Kellman, Nancy Morejón, and Carlton Lindsay Barrett, noting their themes around African and Afro
Manu Herbstein is a South African author who has lived in Ghana since 1970. His novel Ama, a Story of the Atlantic Slave Trade won the 2002 Commonwealth Writers Prize and tells the story of a woman captured and sold into slavery in Brazil. Zakes Mda is a critically acclaimed post-Apartheid South African author whose works explore the struggle to maintain traditional African values against Western influences. One such work is The Heart of Redness, which depicts a man returning to a rural village after time abroad. Zoë Wicomb's book You Can't Get Lost in Cape Town explores the experience of "Coloured" South Africans under apartheid through the story of a girl sent to integrate a prestigious school in
The document provides an analysis of the translation of Charles Dickens' novel Great Expectations into Urdu. It begins with an introduction on translation studies and theories of translation. The objectives are then stated as tracing the theoretical framework applied in the translation process. Key research questions focus on identifying the theoretical model used and its application/findings. The literature review outlines theories that will be applied, including Nida's theory of equivalence, Vinay and Darbelnet's translation techniques model, and Catford's linguistic shift approach. The analysis section applies these theories to examine examples from both the source and target texts. Elements like gender, aspect, and semantic fields are compared between the English and Urdu texts based on the outlined translation theories.
The document provides a detailed summary and analysis of the novel "The Tenth Man" by Graham Greene. It discusses how the novel follows Aristotle's three unities of time, action, and place with a clear beginning, middle, and end across its four parts. Some of the major themes explored in the novel include the significance of time and identity, existentialism and the struggle for survival, redemption, and the triumph of good over evil in human nature. In conclusion, the document states that Greene explores the complexity and dynamism of human life while preserving optimism that through faith, one can find new life or satisfaction through their actions.
Naipaul uses sharp imagery to describe Pakistan as fragmented, economically stagnant, and despotically ruled. He argues that Pakistan and Iran use religion for political gain due to lacking scientific progress. Naipaul discusses Pakistan's struggling economy by comparing it to Iran's. He also notes how Pakistani leaders misuse religion, such as General Zia collecting loans under the guise of a pilgrimage. Naipaul questions the original logic of partitioning India, suggesting Muslim leaders exploited religion. Through conversations in Karachi, Naipaul seeks to understand the application of Islam but finds most have limited knowledge and vision, causing him to doubt the potential for an ideal Islamic state.
This document provides an overview of the history and literature of several Caribbean islands including Jamaica, Dominica, Barbados, Trinidad, Saint Lucia, and the wider Caribbean region. It discusses the indigenous peoples, European colonization, the slave trade and its abolition, independence movements, and important post-colonial writers from each island such as George Lamming of Barbados, Merle Hodge of Trinidad, and Roderick Walcott of Saint Lucia. The document examines how these writers addressed themes of identity, racism, and the Caribbean experience under colonial rule in their works.
This document provides a summary of the Cambridge Companion to Travel Writing and discusses how travel writings about India were influenced by European traditions from the 1500s to the present. Early accounts criticized India and depicted Calcutta negatively. By the 19th century, the British lens dominated depictions of India in travel texts. Travel writings established genres and helped the British transition from trade to rule. Accounts documented people, customs and helped assert British dominance and understanding of India. Representations of places like Calcutta shifted from a city of palaces to one of chaos and disease over time.
Ted Hughes' conception of nature is marked by a recognition of violence and aggression that reflects the mood of his era. He highlights the darker, violent aspects of nature unlike Wordsworth. Hughes' poetry depicts different forms of violence through animal imagery - poems like Pike show the brutality and ferocity in nature as pike fish kill their own kind. Bayonet Charge depicts the gory, violent realities of war in contrast to the typical glorification of war. Hughes uses birds and fish to symbolize complex issues of power, authority, and violence in countries like England. His portrayal of the macabre in nature reflects the post-war depression and alienation of his time.
Here are some examples of borrowing from the source text to the target text:
1. Baseball, skiff, Gulf stream, sheet, shark Factory, block and tackle, guano
The translator directly borrowed these English words and terms instead of translating them into Urdu.
2. Calque:
No clear examples of calque found.
3. Literal translation:
Many parts of the source text seem to have been translated literally word-for-word into Urdu, such as descriptions of objects and actions. For example:
"It made the boy sad... and he always went down to help him carry either the coiled lines or the gaff and harpoon and the sail that was
1. CODE MIXING- ICE CANDY-MAN
1 ABSTRACT…………………………………………………………PAGE # 1
1.1 BACK GROUND STUDY…………………………………………PAGE # 2
1.2 STATEMENT OF THE RESEARCH PROBLEM………………..PAGE # 2
1.3 AIMS & OBJECTIVES…………………………………………….PAGE # 2
1.4 LIMITATIONS AND DELIMITATIONS…………………………PAGE # 3
1.5 METHODOLOGY………………………………………………….PAGE # 3
2 INTRODUCTION…………………………………………………..PAGE # 4
2.3 DEFINE LANGUAGE……………………………………………..PAGE # 4
2.4 SOCIOLINGUISTIC……………………………………………….PAGE # 4
2.5 CODE………………………………………………………………PAGE # 5
2.6 SPEECH COMMUINITY…………………………………………PAGE # 6
2.7 BILINGUALISM/MULTILINGUALISM…………………………PAGE # 6
3 CODE-MIXING………………………………………………………PAGE # 7
3.1 FEATURES OF CODE-MIXING…………………………………PAGE # 8
3.2 CODE-MIXING LINGUISTIC FORM……………………………PAGE # 8
3.3 CODE-MIXING SOCIO CULTURAL MEANING………………PAGE # 9
3.4 TYPES OF CODE-MIXING……………………………………....PAGE # 9
3.5 REASON OF CODE-MIXING…………………………………...PAGE # 10
3.6 CODE-MIXING IN PAKISTAN……………………………………PAGE # 10
3.7 CODE-MIXING IN LITERATURE………………………………...PAGE # 10
4 CONCLUSION……………………………………………………...PAGE # 14
5 REFRENCES………………………………………………………..PAGE # 15
SOCIOLINGUISTICS
Page 1
2. CODE MIXING- ICE CANDY-MAN
ABSTRACT:
Through this project we present an analysis of Urdu-English code-mixing in
Pakistani English. However, data has been analyzed only at the phrase and clause level. Based on
a novel from Pakistani English Literature, this research aims to show that code-mixing is not a
grammarless phenomenon rather it is ruled governed activity at the phrase and clause level. This
research suggests that variations and changes in a language are an integral part of bilingualism
and multilingualism. All the present data shows that the occurrences of various Urdu phrases and
clauses impose no ungrammatical effect on the construction of English syntax.
Language plays an important role in the society and this leads to the study of code
mixing in relation to sociolinguistics and how code mixed utterances have been triggered as a
result of language gap, stylistic motivations, domains, societal factors, message intrinsic factors,
physical settings and situational factors. This work examined how these motivations have
resulted in code mixed utterances by critically analyzing randomly selected utterances from the
selected text from „ICE-CANDY MAN'. We find many Urdu phrases in English sentences in this
text, which brings out the creative and unpredictable nature of language users. It is therefore safe
to conclude that motivations for code mixing enhance communication among people
linguistically united or disjointed.
Key words: Bilingualism, multilingualism, code-switching and code mixing, non-native
varieties of English.
SOCIOLINGUISTICS
Page 2
3. CODE MIXING- ICE CANDY-MAN
GENERAL INTRODUCTION:
1.1 BACKGROUND STUDY:
Society impinges on language, and language impinges on the society. Hence, there must be a
relationship existing between language and society. The interdependency of these two entities,
language and society led to the study of sociolinguistics. Sociolinguistics is the study of all
aspects of linguistics applied towards the connections between language and society, and the way
we use it in different language situations. Language is seen as a unifying force and a common
ground among various people through which effective communication is carried out. It has
however been noticed that even within the same language, there are different ways or styles of
speaking.
1.2 STATEMENT OF THE RESEARCH PROBLEM:
The multilingual nature of the country and some individuals‟ multilingual or bilingual
competence and the inter-language relationship existing between English language and our
native language that led to code-mixing in conversation, discourse and communicative
competence. These lead to the following questions
Is there any limit or restriction to code-mixing?
Is code-mixing really necessary in communication?
What informs code-mixing?
1.3 AIMS AND OBJECTIVES:
This research is informed by questions arising from code-mixing in our daily conversation with
one another. This research focuses on some literary texts in which Urdu language predominates
in the English medium used. This research attempts at discovering why the people code mix in
their conversation. This study will examine the various reasons and motivations for code-mixing.
This study will look at how the people have arrive at a communicative end via code-mixing and
examines the success or otherwise of this trend.
SOCIOLINGUISTICS
Page 3
4. CODE MIXING- ICE CANDY-MAN
1.4 DELIMITATION AND LIMITATION:
Due to the level of knowledge and understanding of the English, Urdu and Pidgin languages, we
will cover some selected literary text of Pakistani literature in English, in which these languages
are used, and our work is limited to code-mixing in this project.
1.5 METHODOLOGY:
Ten chapters of the novel Ice-Candy Man will be chosen randomly from The Pakistani Literature
in English, these chapters will be analyzed alongside the reasons and motivations for code-
mixing. Data has been analyzed only at the phrase and clause level.
SOCIOLINGUISTICS
Page 4
5. CODE MIXING- ICE CANDY-MAN
2. INTRODUCTION:
2.1 LANGUAGE:
Language is a major means of identifying a set of people, nation or country. Hornby (list of
linguists), defines language as the system of communication in speech and writing that is used by
a people of a particular country.
The word „language‟ is derived from „lingua‟ the Latin word for tongue, which rightly
emphasizes the speech aspect as basic in language. It is often called that „man is a social being‟;
and what, perhaps, plays the vital role in enabling man to act as a „social being‟ is his ability to
use language for communication. Language is the fundamental tool for social interaction that
opens up the possibilities to convey, inform and share different ideas, thoughts, messages,
feelings and viewpoints.
Babatunde asserts that:
The indispensability of language has been inexorably tied to the existence of man in the society.
Language plays an important role in our lives.
Sellers assert that:
“Language is intrinsic to the way we think, to the way we construct our groups and self
identities, to the way we perceive the world and organize our social relationships and political
systems”.
According to another linguist Whitman:
“language is not an abstract construction of the learned or of dictionary-makers, but is something
arising out of the work, needs, ties, joys, affections, tastes, of long generations of humanity, and
has its basis broad and low close to the ground”.
2.2 SOCIOLINGUISTICS:
Human beings are great travelers, traders and colonizers. The mythical tales of nearly all cultures
tell tales of the trials and tribulations of travel and exploration, such as those of “Ulysses” in
Homer‟s “Odyssey”. Surely, one of the tribulations of ranging outward from your house is
sooner or later you will encounter people who do not speak your language, nor you theirs. Some
parts of the world, we may not have to travel farther than the next door to find languages
disconnect and other part we may have to cross the ocean. This situation is so common in
human history and society, several solutions for bridging this communication gap have arisen,
sociolinguistics being one.
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Many scholars have discussed sociolinguistics and have come up with several definitions based
on their individual perspectives. Hudson defines sociolinguistics as, the study of language in
relation to the society. It is the study of language as it affects and is being affected by social
relations; it is also the study of language and linguistic behavior as influenced by social and
cultural factors.
Holmes defines sociolinguistics as, the way people use language in different contexts, and the
way people indicate aspects of their social identity through language. Sociolinguistics is a
scientific discipline developed from the cooperation of linguistics and sociology that investigates
the social meaning of the language system and language use, and the common set of conditions
of linguistic and social structure.
Fishman defines sociolinguistics as the study of the characteristics of language varieties, the
characteristics of their functions, and the characteristics of their speakers as these three
constantly interact, change and change one another within a speech community.
Anything that either examines language in its social context or investigates social life through
linguistics could be referred to as sociolinguistics. Sociolinguistics is the study and analyses of
language; its nature, characteristics as well as its structure in relation to the society where it
functions. The focus of sociolinguistics is the effect of the society on the language.
Sociolinguistics actually does not discuss a structure of a language, but it focuses on how a
language is used, so it could play its function well. From this statement, we can get a description
that people also face language conflicts before sociolinguistics appears. So it is clear now that the
role of sociolinguistics is to manage a language as its functions in society, or in other words
sociolinguistics deals with a language as means of communication.
2.3 CODE:
In everyday interaction, people usually choose different codes in different situation. They
may choose a particular code or variety because it makes them easier to discuss a particular
topic, regardless where they are speaking. When talking about work or school at home, for
instance, they may use the language that is related to those fields rather than the language used in
daily language communication at home.
A code is a system that is used by people to communicate with each other. When people want to
talk each other, they have to choose a particular code to express their feeling. According to
Stockwell, a code is “a symbol of nationalism that is used by people to speak or communicate in
a particular language, or dialect, or register, or accent, or style on different occasions and for
different purposes.”
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Ronald Wardaugh also maintains that a code can be defined as “a system used for
communication between two or more parties used on any occasions.” When two or more
people communicate with each other in speech, we can call the system of communication that
they employ a code. Therefore, people are usually required to select a particular code
whenever they choose to speak, and they may also decide to switch from one code to
another or to mix codes, sometimes in very short utterances and it means to create a code.
From those opinions of the code given by many linguists above, we can make conclusion
that a code can be said as a language. The code is a form of the language variation that is
used by a society to make communication with other people.
2.4 SPEECH COMMUNITY:
Human beings are social beings who are always committed to a certain group of people called a
community. A particular community has its own characteristics, including the way of its
communication. This community is called speech community.
Bloomfield offers the simple definition of speech community. He says that a speech community
is a group of people who interact by means of speech. Spolsky also defines speech community as
“all the people who speak a single language and so share notions of what is same or different in
phonology or grammar.”
Because of the system, Gumperz further states that “the language of a speech community can be
analyzed both within the context of the language itself and also within the broader context of
social behavior”. One example of this phenomenon is language switching and mixing.
2.5 BILINGUALISM/ MULTILINGUALISM:
Most people as speakers usually occupy more than one code and require a selected code
whenever they choose to speak with other people. The phenomenon of people having two or
more than two codes (languages) is called bilingualism or multilingualism.
To clarify the term bilingualism or multilingualism, Spolsky defines a bilingual as “a person
who has some functional ability in the second language.” This may vary from a limited ability
in one or more domains, to very strong command of both languages. According to
Bloomfield, bilingualism is a situation where a speaker can use two languages as well.
Gumperz also mentions that bilingual people usually use their own idioms for in-group
communication and the common language for their interaction and communication with
outsiders. In this case, the bilinguals have a repertoire of domain-related rules of language
choice meaning that bilinguals are able to choose which language that he is going to use.
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In other words, since the members of a bilingual community vary in the capacity of mastering
the languages used in the community, they have to be able to set a condition where they can
communicate effectively. This condition leads them to do code switching and code mixing.
3. CODE MIXING:
Code-mixing is the change of one language to another within the same utterance or in the same
oral/written text. It is a common phenomenon in societies in which two or more languages are
used. Studies of code-mixing enhance our understanding of the nature, processes and constraints
of language and of the relationship between language use and individual values, communicative
strategies, language attitudes and functions within particular socio-cultural contexts.
Code mixing is a mixing of two codes or languages, usually without a change of topic. Nababan
said that, code mixing is found mainly in informal interactions. In formal situation, the speaker
tends to mix it because there is no exact idiom in that language, so it is necessary to use
words or idioms from other language.
Referring to the different characteristics and features of code-mixing, various linguists have
defined it in different ways. For instance O”
Numan and Carter define code-mixing as, “a phenomenon of switching from one language to
another in the same discourse.” According to Berthold, Mangubhai and Bartorowiez 1997, code-
mixing occurs when speakers shift from one language to the other in the midst of their
conversation. Thus this definition accommodates inter-sentential switching and intra-sentential
mixing both under the term code switching.
Code-mixing is an interesting phenomenon in bilingual societies. Code-mixing leads to language
hybridization that in turn gives birth to the issues of language maintenance, shift, and desertion.
Wardhaugh (1992), characterizes that code mixing occurs when during conversation, speakers
“use both languages together to the extent that they shift from one language to the other in the
course of a single utterance”. In code-mixing sentences, pieces of one language are used while a
speaker basically using another language.
Code mixing is a mixing of two codes or languages, usually without a change of topic. Code
mixing often occurs within one sentence, one element is spoken in language A and the rest in
language B. In addition, Nababan, a linguist, said that code mixing is found mainly in informal
interactions. In formal situation, the speaker tends to mix it because there is no exact idiom in
that language, so it is necessary to use words or idioms from other language.
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At last, we can say the phenomenon of bilingualism results in the occurrence of code mixing. It
happens when a speaker requires a particular code, in order to switch or mix one code to another
and even create a new code.
3.1 FEATURES OF CODE MIXING:
Code-mixing is a phenomenon of switching one language to another in such communities where
people are bilingualism or multilingualism. If we talk about features of code mixing then we
come top know that; Sridhar, a linguist, has elaborated the following three features of code
mixing through analysis of a text.
These features are an applicable on the everyday language use:
The mixed elements are on every level of grammatical organization such as noun, verbs,
attributive and predicative adjectives, and noun phrases etc.
The mixed elements are not specifically culture oriented or „culture bond‟. They are
mostly from day to day life and every day usage items, which have acceptable equivalent
in the language in which they are mixed.
The mixed elements obey the rules of the original language from which they are taken as
far as their grammatical organization is concerned
3.2 CODE MIXING: LINGUISTIC FORM:
In some subjects we have difficulty in coding for language diaries due to delicate differentiation
between our mother language and English mix in daily utterances. In some cases, English proper
names and acronyms were not counted as English linguistic elements. In others, certain English
words have become somewhat lexicalized in some other language and treated as pure parts of
that language. Examples include “Mummy” (mama), “BB” (baby), “OK” and “Bye-Bye”.
In fact, the difficulty in coding has highlighted a significant issue: how mixed is a mixed code?
Code-mixing refers to any admixture of linguistic elements of two or more language systems in
the same utterance at various levels: phonological, lexical, grammatical and orthographical. Due
to constraints of space, the discussion will focus on lexical and grammatical code-mixing.
Phrases
Short forms
Proper nouns
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Lexical words
Incomplete sentences
Letters of the alphabet
Single full sentences and two-sentence Units
3.3 CODE MIXING: SOCIO CULTURAL MEANING:
Code mixing plays a very significant role in language variation, and also provides an insight into
the socio-cultural phenomena taking place in that area or region, through the linguistic choices of
the people. Code mixing is done in almost all the languages of the world; however, South Asia is
a fertile field for search in code mixing since in all South Asian countries a wide range of codes
exist simultaneously, and their interaction given way to code mixing. Code mixing is a social
phenomenon; and social and linguistic characteristics of code mixing are interlinked. The social
aspects of code mixing i.e. the setting, addressee, and addresser as well as other social factor
such as prestige attached to a particular language, socio-historical background of a language etc.
determine the linguistic choices and preferences in the process of code mixing. On the other hand
the linguistic choices of items to be code mixed reflect the socio-cultural context.
3.4 TYPES OF CODE MIXING:
Intra-lexical code mixing:
Involving a change of pronunciation
Intra-sentential switching / code mixing
INTRA-LEXICAL MIXING:
This kind of code mixing which occurs within a word boundary. The insertion of well-
defined chunks of language B into a sentence that otherwise belongs to language A. Insertion of
words from one language into a structure of another language.
INVOLVING A CHANGE OF PRONUNCIATION:
This kind of code mixing occurs at the phonological level, as when Indonesian people say
an English word, but modify it to Indonesian phonological structure. For instance, the
word „strawberry‟ is said to be „stroberi‟ by Indonesian people. The use of element from either
language in a structure that is wholly or partly shared by languages A or B.
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INTRA-SENTENTIAL:
The succession of fragments in language A and B in a sentence, which is overall not identifiable
as belonging to either A, or B and do come again. `That's all right then, and do come again.
3.5 REASON OF CODE-MIXING
When code mixing occurs, the motivation or reasons of the speaker is an important consideration
in the process. According to Hoffman, there are a number of reasons for bilingual or multilingual
person to switch or mix their languages. Those are:
Interjection
Quoting somebody else
Expressing group identity
Because of real lexical need
Talking about a particular topic
Repetition used for clarification
Being emphatic about something
To soften or strengthen request or command
Intention of clarifying the speech content for interlocutor
To exclude other people when a comment is intended for only a limited audience
3.6 CODE MIXING IN PAKISTAN:
The emergence of English as a lingua franca in the recent decades has given rise to the process of
code mixing of English with the local languages all over the world. This process is significantly
observable in South Asia and particularly in the Sub-continent. As far as Pakistan is concerned
mixing of English words in other codes is a prominent feature of the present socio-linguistic
scenario. Code-mixing of English with the national language of Pakistan, Urdu is a common
aspect of the present socio-linguistic situation. Even a layman frequently uses the English words
in everyday conversation. Thus, such instances can be frequently heard:
Kitna khubsurat scene hai. (noun)
In dono ko compare kro. (verb)
Yeh one-sided report hai. (noun phrase)
Aaj main nay bara tasty kofta curry banaya hai. (noun phrase hybridization)
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3.7 CODE MIXING IN LITERATURE:
Code-mixing is the widely accepted phenomena in the everyday life of bilinguals. Pakistani
English Literature in which Pakistani speech communities and characters are depicted is the
examples of these instances. The sociolinguistics types, reasons and context of the code-mixing
done by the characters are traced down in this work which proves that sociolinguistics theories
are not only applicable to real life situations but also on the written representation of such
situations by competent authors.
ICE-CANDY MAN BY BAPSI SIDHWA:
Bapsi Sidhwa is an author of Pakistani origin who writes in English and is resident in
America. She describes herself as a "Punjabi-Parsi-Pakistani". Ice Candy Man presents violation
of human rights and pathetic conditions during the partition of Subcontinent in 1947. Through
the character of Lenny, Bapsi Sidhwa gives the details of how the political changes affect the
citizens of India. The novel realistically represents the exploitation and suppression of women.
Men using their masculine powers fulfill the desires and brutally assault the women. Sidhwa as a
novelist talks about the power and skills of women.
Sidhwa's novel deals with the partition of India and its aftermaths. This is the first novel by a
female novelist from Pakistan which describes the fate of people in Lahore. The novel deals with
"the bloody partition of India through the eyes of a girl Lenny growing up in a Parsee family,
surviving through female bonding and rebellion."
SIGNIFICANCE OF CODE-MIXING IN NOVEL:
Bapsi Sidhwa is an author of Pakistani origin who writes in English and is resident in
America. She describes herself as a "Punjabi-Parsi-Pakistani". She mentions Urdu and Punjabi
and she wants to dominate her own language because language is the symbol of a person
identity. Sidhwa uses Urdu language in her novel just because she wants to give local touch to
her novel
We find many examples of code mixing in this novel “ICE CANDY MAN”. Bapsi Sidhwa is a
Pakistani writer and she uses Urdu language in her novel just because she wants to give local
touch to her novel. When she wrote this novel she lived in English colonized society, where
Urdu and Punjabi are the common language of the people. She mentions Urdu and Punjabi in her
novel because she wants to dominate her own language because language is the symbol of a
person identity. We find different examples of code-mixing in “ICE CANDY MAN” that is
following:
“Waris road, lind with rain gutters”………………………………………………….....[Page 1]
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“A few furlongs away jail road vanishes into the bazaars of mozan chungi”………....[Page 2]
“An English gnome wagging a leathery finger in my ayah’s face”…………………….[Page 2]
“She sends her ……mini aunty, who with her dogged devotion to my mother”……....[Page 8]
“Her eyes twinkling concern, in her grey going out saari”……………………………...[Page 8]
“She calls him, Jan: life”……………………………………………………………….[Page 10]
“In the faint glow of night bulb”……………………………………………………….[Page 10]
“Bhai jee! Wake up”…………………………………………………………………....[Page 10]
“Lungar deen! Paisay ka teen! Tamba motaa, pag mahin!”………………………....[Page 3]
“She wears only white khaddar saaris”…………………………………………………[Page 4]
“And will soon sweep away the Raaj!”………………………………………………...[Page 17]
“Shanta pushes the red felt slippers”…………………………………………………....[Page 11]
“A thread of saliva stretch to a wet spot on the dhurrie”………………………………[Page 11]
“The shawl she has flung aside earlier lies in a heap on the floor”……………………..[Page 11]
“A woman in a shabby black burka holds the child”………………………………….[Page 12]
“She is called, in moments of needs and gratitude, bijli”……………………………….[Page 21]
“Far away I hear a siren, tee-too!”………………………………………………………[Page 21]
“Choorails, vitches with turned- about feet, who ate the hearts of children”………….[Page 22]
“Coming to get men on his motorcycle”………………………………………………..[Page 22]
“He is my little English baba!”…………………………………………………………[Page 25]
“Last evening ayah took us for a walk in Simla-pahari”……………………………....[Page 25]
“You like jungly lions in zoo”……………………………………………………….....[Page 26]
“He is a pahailwan: a wrestler”…………………………………………………………[Page 27]
“His shoulders gleam with sweets and a stripped lungi clings to his buttocks and legs”.[Page 27]
“Ayah covered my head with her saari palloo”…………………………………………[Page28]
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“Japanese will help us liberate India from the Angrez”………………………………...[Page 28]
“I have never seen you in shalwar-kamize”…………………………………………….[Page 29]
“Arrey baba, says ayah”………………………………………………………………..[Page 29]
“Duffa ho! Go! She says”……………………………………………………………….[Page 29]
“Save me! Save me! Bachao! Bachao!”………………………………………………...[Page 30]
“Ayah Shouts: put him down at once, oye, badmash!”………………………………...[Page 30]
“Hollow-eyed and dazed with heat we pile perspiring into the Tonga”………………...[Page 32]
“Who is going to rule once we get swaraj?”…………………………………………….[Page 36]
“Then, at last, the Grand Vazir appeared on deck”……………………………………..[Page 38]
“Shabash! Well done! Say the parsees”…………………………………………………[Page 39]
“Emperor Akbar invited Zarathushti scholar to his darbaar”…………………………...[Page 40]
He is a politician, yaar, says masseur soothingly………………………………………..[Page 91]
Arrey, you foolish Sikh……………………………………………………….…………[Page 92]
She is forever slapping the dough into chapattis…………………………….………….[Page 94]
In the evening she sweeps our compound with a stiff reed jharoo…………………….[Page 94]
Because y‟all do “kaan! Kaan!” at the top of your voices like a rowdy flock of crows[Page 100]
Aiiay jee, aiiay! Sit, Sufi sahib, sit…………………………………………………..…[Page 100]
How will I show my face to Jemadar Tota Ram? …………………………………….[Page103]
His head wrapped in a crisp white puggaree, his lungi barely clearing the mud……...[Page 105]
A hookah swinging in his right hand…………………………………………………..[Page 105]
Wearing calf-length shirts over tight churidar pyjamas, perform the ghadka before drifting
waves of admirers……………………………………………………………………… [Page105]
Frying onion pakoras………………………………………………………………….. [Page105]
Dost Muhammad appears to have sunk lower into the charpoy……………………….. [Page107]
We keep track of things on our chaudhry’s radio………………………………………[Page107]
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May the ten Gurus help us, ‘the granthi sighs.wah Guru!...............................................[Page107]
Here‟s something from your Noni chachi, pahailwan………………………………….[Page108]
They cannot throw the Mussulmans out!........................................................................ [Page109]
I‟ll prepare the tea and parathas………………………………………………………...[Page109]
What answer do you have to that, Hawaldar Sahib?......................................................[Page 110]
We call it Dungarwadi………………………………………………………………….[Page113]
She hums a new tune and sighs: Siski hawa ne lee: Har pati kanp oothi……………..[Page119]
The wrestler shouts to Chotay………………………………………………………….[Page 127]
Be right back janab!........................................................................................................[Page 129]
The Angrez call you a “bloody nuisance”………………………………………………[Page129]
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CONCLUSION:
It is a saying that language communicates a wide range of functions within the constraints of its
structure. Multilingual persons therefore have at their disposal a greater repertoire of structural
potential for the expression of meaning. A fully adequate account of linguistic knowledge must
be inclusive of cross-language phenomena and be able to explain the structural characteristics of
code-mixing, including the types of sociolinguistic knowledge which multilingual speakers
tacitly command. Code-mixing is associated with situational informality in which the switching
has an unmarked and positive function even if its semantic and cultural dimensions are also
operating below the level of conscious awareness.
Written language, however, is relatively planned, and the careful writer has more time to be
aware of dimensions of meaning that lie beneath the surface. In the case of writers who make art
with language, while the structure may for the most part be consistent with spoken switching, it
is nevertheless a marked choice given that it is in the written and public medium. Multi-literate
texts are constructed deliberately so that switch points or other points of linguistic contact within
the text often signal additional, metaphorical levels of meaning which are coherent with the
theme and/or other aspects of the work. To succeed in delivering these levels of meaning, the
multi-literate writer must depend upon readers whose literacy‟s overlap with those of the writer.
The implications for the development of a literary aesthetic in a multilingual society are that it is
not enough to recognize that a written work exhibits two or more languages and to understand
the meanings of the words in each language. To fully appreciate the aesthetic within the work,
the writer and reader both must comprehend the complex political, historical, social, and
interdictions, as badge of identity, as index of civility, as symbol of otherness, as bearer of
ideology, as words in the mouth of a preacher.
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REFRENCES:
www.lingref.com/isb/4/039ISB4.PDF
www.glottopedia.de/index.php/Codemixing
www.aclclp.org.tw/clclp/v14n3/v14n3a3.pdf
soar.wichita.edu/.../t11060_Brezjanovic%20Shogren.pdf
www.books.google.com.pk/books/about/Bilingual_Speech
“Bilingualism in Cicero? The evidence of Code-Switching”
In Bilingualism in Ancient Society. 28-167
Bilingualism in Ancient Society. Language Contact and the Written Text.
Oxford: Oxford UP
www.educ.utas.edu.au/users/tle/JOURNAL/issues/2007/21-2.pdf
www.grin.com/en/e-book/92496/code-switching-and-code-mixing
www.estudiosirlandeses.org/Issue3/issue3pdfs/pdftinabennett-kastor.pdf
jstor.org/discover/10.2307/30027655?uid=2&uid=4&sid=21101564056737
Florian Coulmas The Handbook of Sociolinguistics Blackwell Handbooks in
Linguistics 1998.pdf
originalresearch.blog.uns.ac.id/reasons-and-motivations-for-code-mixing.pdf
Class Lectures & Notes Provided By Teacher
Ice Candy-Man by Bapsi Sidhwa
www.sscs.arts.uwa.edu.au
www.flipkart.com/ice-candy-man-1947
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