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3. Codeswitching is useful in cases of uncertainty about relationships: it allows speakers to feel their way and negotiate identities in relation to others. 4. “Marked switching may be used to increase social distance or to express authority or anger. Slabbert and Finlayson (2002) argue that codeswitching serves mainly as a means of accommodation in a linguistically diverse society, particularly in townships where there is no majority language. Further, Slabbert and Finlayson (2002: 245) propose that a number of sub-functions are involved in the process of accommodation: 1. Having an awareness of what the addressee prefers and switching accordingly. 2. Establishing common ground, i.e. meeting the speaker halfway with language. 3. A willingness to learn and experiment with other languages in the communication situation even to the point of moving out of one’s comfort zone. 4. Employing measures to make oneself understood. 5. Making adaptations on the variety continuum of ‘deep’ to urban. According to McCormick, (2002a) conversational codeswitching is common and appears to be a largely unconscious process and has a variety of stylistic and pragmatic functions. When a speaker does not know or cannot remember a word in one language, but recalls it in another, the speaker may insert the word into the sentence as a borrowed word or the speaker may use it as the first word in the language switch. McCormick (2002b) argues that language shifts may signal shifts in focus, but also allows speakers to incorporate idioms and phrases from another language. Speaker’s choice of code is also influenced by the topic of the conversation, the 42
context in which the speaker finds himself, as well as the speaker’s personal preferences and those they address. Based on a study of English/Afrikaans codeswitching, McCormick (2002: 199) concludes that, “… sometimes speakers switch languages in order to invoke community associations or in order to abide by community norms for language choice at a particular event, but at other times awareness of ‘macro’ associations falls away, and the switching serves only ‘micro’ stylistic or discourse functions.” Banda (2005: 217) argues that, “… casual conversationalists in a multilingual context have at their disposal register and genre in more than one code, thus giving them a wider scope in which to construct different roles and identities”. Thus, bilinguals engaging in codeswitching are able to portray different roles and identities through different registers and varieties of the languages they know. A typical example would be evident in a situation in which an English/Afrikaans bilingual opts to use a standard variety of English to construct a role as an educated, upper-class individual. On the other hand, the same individual could choose to use a non-standard variety when speaking to an individual from the Cape Flats who has a poor level of education. In this way speakers manipulate varieties in order to construct an identity that enables them to share common ground with those they address. Walters (2005) accounts for bilingual phenomena, such as codeswitching within the Sociopragmatic-Psycholinguistic interface (SPPL). Within this framework, codeswitching is said to be motivated by, both, aspects of identity, as well as contextual parameters. In the SPPL Model, intentional codeswitching, motivated by internal as well as external considerations, is grounded in social identity, conversational context, genre, and speech act information. This is codeswitching meant to express one’s identity, to bond with a listener, or to show cognizance of a particular setting, listener, or topic. 43
Page 1 and 2: GRAMMATICAL CONSTRAINTS AND MOTIVAT
Page 3 and 4: Abstract GRAMMATICAL CONSTRAINTS AN
Page 5 and 6: Declaration I declare that Grammati
Page 7 and 8: Table of Contents Key words .......
Page 9 and 10: 1.0 Introduction Chapter 1 Backgrou
Page 11 and 12: English is not the mother tongue of
Page 13 and 14: everyday communication. The nature
Page 15 and 16: While researchers and sociolinguist
Page 17 and 18: language of the court, education, a
Page 19 and 20: This, then, makes it apparent why C
Page 21 and 22: have always been exposed simultaneo
Page 23 and 24: ) I have eaten an apple. The past t
Page 25 and 26: also instances in which they do not
Page 27 and 28: providing a strong argument that co
Page 29 and 30: 1.10 Outline of the Study Chapter 1
Page 31 and 32: 2.0 Introduction Chapter 2 Social M
Page 33 and 34: “…codeswitching is a form of bo
Page 35 and 36: In this section, I attempt to provi
Page 37 and 38: eferred to as RO) sets between part
Page 39 and 40: example, Afrikaans speakers may swi
Page 41: Further, Franceschini (1998: 62) st
Page 45 and 46: 3.0 Introduction Chapter 3 Grammati
Page 47 and 48: codeswitching as they do reflect th
Page 49 and 50: Constituent insertion differs from
Page 51 and 52: In these examples, the main verbs a
Page 53 and 54: 4.0 Introduction Chapter 4 Research
Page 55 and 56: Thus, qualitative research is an in
Page 57 and 58: However, contrary to Auer’s 1984
Page 59 and 60: The transcripts were then analyzed
Page 61 and 62: 5.0 Introduction Chapter 5 Discussi
Page 63 and 64: Turn Phrase Table 1: Switched conju
Page 65 and 66: In turns 22, 53, 59 and 63, English
Page 67 and 68: Unlike in English, when the past te
Page 69 and 70: similarity to that of Afrikaans due
Page 71 and 72: Table 7: Afrikaans determiners with
Page 73 and 74: possessive. However, it appears as
Page 75 and 76: indefinite articles, ‘a’ or ‘
Page 77 and 78: The following are examples from the
Page 79 and 80: Turn Mixed verb Afrikaans equivalen
Page 81 and 82: In turns 421 and 532, the host subs
Page 83 and 84: the violation of this constraint, p
Page 85 and 86: nouns) are used. I have selected a
Page 87 and 88: What follows are a few switches to
Page 89 and 90: The next switch is the insertion of
Page 91 and 92: has chosen to split the phrase into
Page 93 and 94:
The discourse suggests that the hos
Page 95 and 96:
speaker’s close association with
Page 97 and 98:
The next, and final, switch is to A
Page 99 and 100:
of proceedings throughout the show.
Page 101 and 102:
host is being somewhat sarcastic, b
Page 103 and 104:
also of the ways in which language
Page 105 and 106:
6.0 Introduction Chapter 6 Conclusi
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• While conjunctions do agree wit
Page 109 and 110:
References Appel, R & Muysken, P. (
Page 111 and 112:
Hamers, J. & Blanc, M. (2000). Bili
Page 113 and 114:
Ponelis, F. (1993). The Development
Page 115 and 116:
Young, D. (1988). Bilingualism and
Page 117 and 118:
APPENDIX
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First Transcript: Update Kaapse Vla
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52. Clarence: Wilfred? 53. Suster:
Page 123 and 124:
[laughter] 62. Clarence: Die’s (d
Page 125 and 126:
terrace and so I couldn’t go up t
Page 127 and 128:
{So he got an sms back} to say, “
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then you go from Notre-Dame up the
Page 131 and 132:
201. Suster: Yes Clarence, it’s,
Page 133 and 134:
258. Suster Ja {Yes}, my introducti
Page 135 and 136:
322. Suster = = Nou {Now}, Clarence
Page 137 and 138:
376. Suster Will do. Thank you my s
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a short while. Music followed by ad
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ecause … did I really say that, y
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speaker}. En toe stoot hy nou die m
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627. Suster [laughter] 628. Caller
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699. Caller 13 Yes, uh, I know that
Page 149 and 150:
when I say that you do not have a,
Page 151 and 152:
853. Caller 16 = = maar jy en Clare
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for} innerly = = 897. Suster = = ja
Page 155 and 156:
975. Caller 19 Hello Suster. 976. S
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