Browsing by Subject "Code switching"
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Item Bilingual language contexts : variable language switching costs and phonetic production(2012-08) Olson, Daniel James; Ortega-Llebaria, Marta; Toribio, Almeida Jacqueline, 1963-; Bullock, Barbara; Griffin, Zenzi; Hensey, Frederick; Kelm, Orlando; Sussman, HarveyBilinguals are generally adept at segregating their two competing languages and switching between them when contextually appropriate, although it has been shown that switching languages incurs a reaction time delay, or switch cost (Kolers, 1966). These switch costs are modulated by language dominance, with bilinguals evidencing greater delays when switching into their dominant language relative to their non-dominant language (e.g. Meuter & Allport, 1999). While these asymmetrical switch costs have formed the basis for theories of bilingual language separation and selection, the key factor of language context, the degree to which each language is employed in a given paradigm or conversation, has yet to be considered. In addition, previous research and subsequent theories of language selection have focused exclusively on the lexical level, yet given the distinct phonetic categories in a bilingual’s two languages (Caramazza et al., 1973), selection must also occur at the phonetic level. Addressing these gaps in the literature, this dissertation investigates the language switching costs and phonetic production of Spanish-English bilinguals in two experimental paradigms: a cued picture-naming task and an oral production task. In both studies, bilinguals (English-dominant, Spanish-dominant, and balanced bilinguals) produced language switches in varying language contexts, from monolingual to bilingual. Analyses focus on switch costs, error rates, and phonetic production, as a means to further the understanding of the language switching mechanism at the lexical and phonetic levels. Drawing on results from the two experimental paradigms, this dissertation makes several major contributions to the ongoing discussion regarding bilingual language selection. First, this study provides evidence for a gradient nature of the language switching mechanism at the lexical level. Second, it contributes an examination of the effects of language switching at the phonetic level, demonstrating asymmetrical phonetic transfer. And third, parallels are drawn between the underlying effects of language switching and the phonetic realizations produced in connected speech. Implications are considered for theories of bilingual language selection, and a gradient account of the Inhibitory Control Model (Green, 1986) is proposed at both the lexical and phonetic levels.Item Code switching : how Latinos are changing advertising and the Spanish language(2012-12) Esquivel, Karla Michelle; Thomas, Kevin, doctor of advertising; Reyes, GabrielThis paper seeks to present a discussion analysis of how acculturation among Hispanics has done more than just produce a shift in the culture and language of the current and rising generation, it has also changed the language choices within advertising. The focus will be on the discussion of how code switching in the form of “Spanglish” has affected the Hispanic consumer group in relation to advertising and marketing. A case example analysis of relevant Coca-Cola Company print ads is presented.Item Conceptual scoring of expressive vocabulary measures in bilingual children with and without specific language impairment(2013-12) Anaya, Jissel Belinda; Peña, Elizabeth D.Purpose: This study examined the effects of conceptual scoring on vocabulary performance of bilingual children with and without language impairment and the classification accuracy of an expressive vocabulary test across four scoring methods, single language and conceptual scoring, for bilingual (English-Spanish) children with and without language impairment. Method: Participants included English speaking monolingual children (n=14) and Spanish-English bilingual children (n=116) ages 5-11. Children completed the English and bilingual versions of the Expressive One-Word Picture Vocabulary Test. Four different scores were derived representing monolingual scores in English and Spanish, and three conceptual scores. Within-test conceptual scores credited children’s other language responses during the test; and across-test conceptual scores compiled a conceptual score across Spanish and English administrations of the test. Results: Across-test conceptual scoring resulted in better overall classification, sensitivity, and specificity than within-test conceptual scoring, which resulted in better overall classification, sensitivity, and specificity than monolingual scoring; however, neither method achieved minimum standards of 80% accuracy in sensitivity and specificity. Conclusions: Results suggest that bilingual children are not always able to readily access their second language in confrontation naming tasks. Priming or inhibition may play a role in test performance. Cross-test conceptual scoring yielded the highest classification accuracy and is the recommended method for clinical practice.Item Faiza Susan Interview(2021-03-25) Institute for Diversity and Civic LifeThis interview is with Faiza Susan, an Ahmadi Muslim woman and aspiring counselor. Faiza talks about her experiences growing up in an insular minority community and the bigotry she was subjected to at a young age in North Texas. She tells the stories of her mother and grandfather who experienced persecution in Pakistan for being Ahmadi. Having seen and felt traumas common among South Asians, Faiza is working toward her masters in rehabilitation counseling in order to become a counselor for the Desi Muslim community.Item Interactive read alouds : developing literacy in bilingual second grade classrooms(2017-05) Leija Lara, María Guadalupe; Salinas, Cinthia; Fránquiz, María E.The qualitative case study investigated how a Latino bilingual teacher incorporated students' linguistic, cultural, and experiences of the Latina/o community through interactive read alouds during an Immigration Project and a Día de los Muertos Project. Given the large and growing demographics of this nation and the challenge of recruiting and retaining teachers of color in bilingual education, the significance of this study lies in the depth examination of the contributions of a Latino teacher in his bilingual second grade classroom. The theoretical framework guiding this study drew from CRT and LatCrit (Solórzano & Delgado, 2001) theories, and the continua of biliteracy (Hornberger & Link, 2012). The theoretical framework focuses on the lived experiences of Communities of Color and positions them as having valuable linguistic and cultural knowledge that educators can draw from to further develop students' bilingualism, biliteracy, and biculturalism. Qualitative research methods included classroom observations, field notes, semistructured interviews, audio and video recordings, and collection of student and teacher produced artifacts. Findings suggest that the Latino teacher negotiated conflicting language ideologies about the use of code switching in oral and written form during the teaching of language arts. In addition, through the Immigration Project, students and the teacher were able to make text-to-life connections that drew from their personal and community’s linguistic, cultural, and experiential knowledge. During the Día de los Muertos Project, findings revealed that Latinos are a diverse ethnic group with dynamic cultural practices. It’s important to note that when literacy intersects with national origins, religion, and cultural experiences, students and families respond in varied ways.Item Manahil Bilal Interview(2021-07-26) Institute for Diversity & Civic LifeThis interview is with Manahil Bilal, a young Muslim woman and software developer in Spring, TX. Manahil describes life in her close-knit extended family and tells the story of her immediate family’s immigration and their adjustment to life in the US. She discusses her relationship with her Pakistani and Muslim identities over time and learning to embrace them despite misunderstandings by those around her. Manahil also talks about how 9/11 was taught in her schools, including misinformation by teachers and under-emphasis on the long term impact the attacks had on Muslims and those perceived to be Muslims in the US.Item Wajiha Rizvi Interview(2021-07-22) Institute for Diversity & Civic LifeThis interview is with Wajiha Rizvi, an attorney and writer living in Austin, TX. Wajiha tells the story of growing up in a small Shia community just getting its footing in the DFW area. She talks about the Partition of India in 1947, how that event impacted her family, and the lasting effects of intergenerational trauma. She shares details about the book she has written about the Partition and her journey toward becoming a published author. Wajiha also discusses her education and career as an attorney and the social activism she participates in.