Comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. (Author/VWL)

Comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. Argues that compartmentalization, as discussed in the article, does not offer any new explanations over earlier theories. (Author/VWL)

Comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. (Author/VWL)

Offers both complementary and critical comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. (Author/VWL)

Comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. (Author/VWL)

Comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. Discusses problems in three areas of the analyses. (Author/VWL)

Comments on an article that argues that the compartmentalism of structures observed in mixed languages is the result of the cumulative effect of different contact mechanisms. Takes issue with two points: the distinction made regarding various types of mixed languages and the characterization of secret languages as mere varieties of non-mixed…

Responds to comments by peers who reviewed an earlier article written by the author. Focuses on three principal issues raised in the commentaries: the role of study of code switching in explaining stable mixed languages, the multiplicity of the linguistic processes through which mixed languages arise, and functional methodology. (Author/VWL)

Examined codeswitching to negotiate power or solidarity in adults' conversational exchanges and discusses ebonics as used by African Americans in urban adult basic education programs. Findings from 12 interviews and 20 videotapes show how adult learners use language to inform and interpret themselves in the world. (SLD)

Examines the relationship between language use in Maltese bilingual classrooms and societal contexts within which the classrooms are embedded, explaining that the use of Maltese and English for instruction reflects the functions of each language in society. Discusses code switching and terminology switching and explains how the discursive and…

The alternation of Tagalog and English in informal discourse is a feature of the linguistic repertoire of educated, middle- and upper-class Filipinos. This paper describes the linguistic structure and sociolinguistic functions of Tagalog-English code switching (Taglish) as provided by various researchers through the years. It shows that the…

This article is republished from "The Canadian Modern Language Review," 60, 4, pp. 501-526. It is published as an article exchange between the "MLJ" and the "CMLR." The articles for the exchange were selected by committees from the Editorial Board of each journal according to the following criteria: articles of…

Developmental changes in children's verbal fluency were explored in this study. One hundred and forty children aged from 7 to 16 completed four verbal fluency tasks, each with a different the production criterion (letter, sound, semantic, and free). The age differences were analyzed both in terms of number of words produced, and clustering,…

Using a framework based on conversation analysis (Auer, 1984, 1995, 1998), this article presents an analysis of learner code-switching between L1 and L2 in an advanced foreign language (FL) classroom. It was found that students code-switch not only as a fallback method when their knowledge of the L2 fails them, or for other participant-related…

This study focuses on the characteristics of discourse between Latino immigrant children and their teacher during science instruction. Peer interaction was analyzed to identify the use and importance of the native language (L1) for the development of content knowledge during group collaboration. In addition, the interaction between teacher and…