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9783631595640 Intro 002.Pdf vii Preface Rationale for this volume This collection of studies, all of which have been written specifically for this volume, aims to bring current Malaysian code switching and language alternation research to the attention of a worldwide readership. In so doing we attempt to follow the path taken by our late friend, colleague and mentor, Professor Rodolfo Jacobson. ‘Jake’ as he was fondly known, convened a series of panels on code switching at International Sociological Association congresses, and edited several important collections of groundbreaking code switching research studies, most notably “Code switching Worldwide” (1998) and “Code switching Worldwide II” (2001). Code switching has been defined as “the use of more than one language within a single communicative episode” (Heller, 1988, p, 1) and as the practice of selecting or altering linguistic elements so as to contextualize talk in interaction (Nilep, 2006, p.1). The occurrence of code switching is generally triggered by a speaker’s purpose or intention. The switching may involve switches from one language to the other either between sentences (intersentential code switching), or switching within a sentence, clause or phrase, which is described as intrasentential code switching (Romaine, 2000). In some instances switching occurs within turns in a conversation, which is known as code mixing. Code mixing is also defined as alternation between varieties or codes within a clause, or phrase (Meyerhoff, 2006). The approach and conceptual framework adopted by the contributors tends more towards the functional rather than the purely linguistic or grammatical. Research into Malaysian code switching demonstrates the need to seek out ways of merging these approaches, rather than keeping them separate, and several of the chapters in this volume attempt such a merger of approaches and methods. Code switching seems to be natural for most multilingual speakers because they can switch from different languages freely depending on what is available in their linguistic repertoire. Code switching has become an entrenched code in multilingual Malaysia (see David, 2003). It is no longer a rare feature but it has become a normal feature in many conversations among and between the Malays, Chinese, Indians and other ethnic groups in Malaysia. Where previous research suggests that code switching is used in informal settings, the studies in this volume prove quite conclusively that code switching is extensively used in both formal and informal settings. It occurs in the home domain but is also noted in the classroom setting and in professional work-place settings. Whereas previously code switching was regarded negatively and seen to be triggered by limited language proficiency, the data in this volume, drawn from a viii range of settings in Malaysia, show strategic use of the mixed code to achieve specific functional objectives. Background information Malaysia is a multi-ethnic, multilingual country with a population of about 22 million people and at least a hundred languages and dialects. Most Malaysians are bilingual, as Malay (Bahasa Malaysia) is the national language and the main medium of instruction in state schools, whilst English is a second language for many Malaysians. Since 2003 English has been reinstated as the medium of education for Mathematics and Science through the national education system (David & Govindasamy, 2005). In addition, in vernacular primary schools Mandarin and Tamil are used as the medium of instruction, and Malay and English are taught as compulsory subjects in these ‘national-type’ schools. Students from these schools may therefore be trilingual. Trilingualism is also commonly found in the Malaysian states of Sarawak and Sabah on Borneo island, where many indigenous groups speak their own ethnic language along with Malay, English and/or Chinese. Furthermore, older Malaysians who underwent an English-medium education during the British colonial era continue to be more comfortable in English, while retaining a command of their ethnic languages. In Malaysia code switching among the Malays, Chinese, Indians and other ethnic and linguistic groups has become the norm (David, 2003). The integration and the increased use of English in the educational system since the 1990s have encouraged many students to use English along with the national language (Malay) and their ethnic and heritage languages in their mixed discourse. Overview of chapters The various phenomena of code switching in different communicative contexts are carefully analyzed in this book. The chapters are arranged according to the domains in which code switching occurs – the family, the classroom and in professional settings. All the chapters in this volume make use of authentic data, some from spoken and others from written data. Rather than preface the collection with a separate chapter outlining the sociolinguistic profile of Malaysia and how this favours code switching practices, necessary background information is given in each of the chapters. At the cost of some measure of repetition, this has the benefit of making each chapter autonomous and ‘standalone’, and thus able to be read separately without the need for constant reference back to the sociolinguistic profile. The same reasons motivate the decision to list references separately for each chapter, rather than in a composite reference list covering the whole volume. ix Code switching is so entrenched in Malaysia so that one can say that it appears to have become a code in its own right. It is logical to begin with studies of code switching in the home domain. Maya Khemlani David, Kuang Ching Hei, James McLellan and Fatimah Hashim in the chapter entitled “Functions of code switching in the family domain in Malaysia” examine the code switching that occurs in Malay, Chinese and Indian homes in Malaysia and analyse the reasons for the use of a mixed code in the family domain. Numerous examples of real time code-switched discourse using the range of languages in multilingual Malaysia are provided, to support the many functional uses of a mixed code. Focussing more specifically on children and their use of code switching for specific functions, Jariah Mohd. Jan, in her chapter entitled “Code switching for power wielding: Children’s discourse in a Malay family”, argues that code switching is used for wielding power. Children manipulate their two languages, i.e. Malay and English, to gain control of the conversation when they want something, for instance access to the Internet so they can play games. The children code switch in negotiating the language for the interaction and accommodate to each other’s language competences as well as preferences. In the chapter by James McLellan and Rosalind Nojeg, the focus switches across the South China Sea to Sarawak in East Malaysia, where the greater ethnic diversity leads to a higher propensity for code switching. Their focus is on patterns of lexical choice and 3-way code switching involving Bidayuh, Malay and English in spoken and written communication in a Bidayuh family. Maya Khemlani David and Caesar Dealwis further explore code switching in the East Malaysian setting by examining the patterns of language choice, code switching and language shift of the small Telegu community in Kuching, Sarawak. Code switching for power wielding does not only occur in the home domain: it occurs in the educational domain too. Code switching in the classroom setting is explored by Kamisah Ariffin who provides examples of the functional use of code switching and negotiation of language choices between teacher and students in a classroom setting in a tertiary institution. In “Language choices of Malaysian youth in and out of the classroom”, Maya Khemlani David and Lim Chin Chye discuss the ramifications of the use of a mixed code for social interaction between young people of different ethnicities. One of the original aspects of this study is the extension of the notion of code switching to include alternating between different varieties of English: standard English for classroom interaction where the teacher is a participant, and Malaysian English, which tends to be more code-mixed, for peer-to-peer informal interaction. Code switching is not only found in the school context. Inevitably, as Malaysian youths advance into tertiary education, they take with them the use of the mixed code to the new environment. Focusing on Tamil undergraduates Paramasivam x Muthusamy and Rajantheran Muniandy identify the various communicative functions of code switching and find that code switching occurs both in formal (classroom teaching) and informal (classroom discussion) contexts. Tamil undergraduates frequently use Tamil as the matrix language in formal discussions, while English, although still functioning as the embedded language, becomes more prominent in informal discussions. Karen Kow Yip Cheng makes a case for code switching as a pedagogical strategy in teaching English in Malaysia and discusses a number of related studies which have shown the pedagogical utility of such a mixed discourse in the language classroom. She raises an issue which is highly salient in ongoing debates about medium-of-education issues in Malaysia, and concludes by making the pertinent suggestion that Malaysian classroom discourse practices should reflect more closely the multilingual realities outside the classroom in which teachers and students live their daily lives. As well as in the family and the educational domain, it is inevitable that
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