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Running Head: CODE SWITCHING in SEQUENTIAL BILINGUALISM 1 Running head: CODE SWITCHING IN SEQUENTIAL BILINGUALISM 1 The running head is a shortened version of the paper’s full title The paper should and it is used to be typed on an help readers 8.5" x 11" paper, identify the titles have 1" margins for published on all sides, and articles (even if be double- your paper is not spaced. 12 pt. intended for Times New publication, your Roman Font is paper should still recommended. have a running head). The running head The title should cannot exceed 50 summarize the characters, paper’s main idea including spaces and identify the and punctuation. variables under The running discussion and Code Switching In Sequential Bilingualism: head’s title should the relationship be in all capital between them. letters. The A Polish-English Case Study running head should be flush The title should be left, and page centered and Aleksandra Kasztalska numbers should should not be be flush right. On bolded, the title page, the underlined, or Purdue University running head italicized. The title should include the should be followed words “Running by the author’s head.” For pages name and following the title institutional page, repeat the affiliation (all running head in all double-spaced). caps without “Running head.” Blue boxes contain directions for writing and citing in APA style. Green text boxes contain explanations of APA style guidelines. CODE SWITCHING IN SEQUENTIAL BILINGUALISM 2 The word “Abstract” The should be abstract Abstract centered is a brief and in 12 summary point of the This study examined the code switching of a six-year-old Polish learner of English. The speech Times paper, New allowing Roman. readers data was originally collected by Krupa-Kwiatkowska (1997) and consisted of a series of Do not to indent the quickly first line of review transcripts, of which a set of 14 was chosen. The transcripts were first analyzed using the CLAN the the main abstract points paragraph. and program (Computerized Language ANalysis Program), with special attention given to the purpose of the The paper. learner’s mean length of utterance (MLU) and his production of long utterances during a period Running Head on beyond The of 16 months. It was hypothesized that the child’s overall linguistic productivity would increase page one abstract does NOT should contain be and that, with time, he would choose to interact with others in English more frequently, the words between “Running 150-250 Head.” words. especially when surrounded by English-speaking monolinguals. In addition to using CLAN, the To do this Lesser- in Word: known 1. On the abbre- data was closely examined to determine whether the learner’s code switching could be a result of title page, viatons insert a and Page acronyms an over-application of Polish lexicon and grammar. The findings largely supported the Break right used in beneath the your paper hypotheses, suggesting that the child’s internal dominant language was likely Polish but that he title/name/ should university. be You may defined frequently used code switching as a conversational strategy. do this by in the clicking abstract. Page Layout tab on the top of the page, then selecting > When Breaks > preparing Next a manu- Page. script for 2. Double- publica- click the tion, you Running should Head on double- the space second after page and sentence unclick terminal Link to punctuati Previous on. In in the non- Design tab published that shows papers, up in the however, Navigation single- tab. spacing after a period is normally accepta- ble. CODE SWITCHING IN SEQUENTIAL BILINGUALISM 3 In the In-text introduc- citations tion, you include the should Code Switching In Sequential Bilingualism: A Polish-English Case Study author’s/ provide a authors’ theoretic- name/s cal and Once regarded as an obstacle to a child’s development, bilingualism has become the and empirical the back- publication ground for subject of much research in the last decades, partly due to a change in general attitudes toward year. They your should be research. in the You bilingual instruction (Gollan & Ferreira, 2009; Heredia & Altarriba, 2001; Martin, same should order as explain they important Krishnamurthy, Bhardwaj & Charles, 2003). Significant evidence suggests that the benefits of appear in termino- the logy and Referen- clearly raising a child bilingually may outnumber the costs and that early acquisition of two languages ces. state your research questions may stimulate the young speaker’s linguistic and cognitive growth (Hakuta & Hakuta, 1991). Even if as well as your hypothe- readers ses. One of the most studied phenomena related to bilingualism is code switching, or code are likely familiar with the mixing. This tendency to switch between two languages in a single conversation (Hoff, 2005) is termino- logy, it is helpful to characterized by the borrowing of words, phrases, and even morphological elements between at least briefly define the languages (Martin et al., 2003). Code switching may seem inefficient as a cognitive strategy major concepts, i.e. “code Use switching.” “partici- because it requires that an individual go back and forth between two lexico-grammatical systems. pants” or “respon- dents” To some extent, studies support this claim: Sentence comprehension, for example, takes longer rather Examples than can make “subjects” when the sentences contain words from more than one language, as opposed to one language complex when ideas describing clearer. your own (Heredia & Altarriba, 2001). Moreover, in picture-naming tasks, when bilingual participants are Here, or other Heredia & studies. Altarriba’s allowed to choose words from either language, naming takes longer if the bilinguals switch (2001) In paren- finding thetical illustrates citations, languages between subsequent pictures than if they use one language (Gollan & Ferreira, 2009). a possible a study cognitive with two inefficienc authors Despite these apparent drawbacks, bilinguals code switch very frequently in natural and y of code requires switching. that their names be in controlled experimental settings, when given the choice to do so (Gollan & Ferreira, 2009). connec- When ted with paraphra- “&.” If the Gollan and Ferreira (2009) suggest that bilinguals either do not foresee the possible costs of code sing other citation is resear- not in cher/s, paren- switching or that the practical benefits of code switching outnumber these costs, especially when include the theses, name/s connect and the authors’ naming delays associated with switching are measured in milliseconds. Because code switching date in names parenthe- with ses. “and.” CODE SWITCHING IN SEQUENTIAL BILINGUALISM 4 follows observable rules and preserves the grammar of both languages, it can in fact enhance If using a source that was mutual comprehension between bilinguals (Hereida & Altarriba, 2001; Meisel, as cited in Hoff, cited in another source, 2005, p. 343). name the original source Parenthe- Code switching occurs both in simultaneous bilingualism—the concurrent acquisition of first, then tical add “as citations cited in” with just two native languages – and in sequential bilingualism—the achievement of native-like fluency followed one by the author original include after another language has already been mastered (Hoff, 2005). Often, one of the languages will source. the date List only after the the comma. become dominant in the learner’s mind (Hereida & Altarriba, 2001). The reasons for choosing seconda- ry source in your one language over another reflect a number of sociolinguistic factors, such as the relative Referen- ces. statuses of the two languages or the frequency of their respective use. Rather than addressing After reviewing these issues, the present study aims to examine in more detail how code switching emerges. previous research, introduce To better understand the mechanisms underlying code switching, speech data collected by your study and briefly explain its Krupa-Kwiatkowska (1997) was analyzed. The data came from of a six-year-old native speaker focus. of Polish acquiring English. As in other cases of sequential, subtractive bilingualism, with increasing fluency in English the boy chose to interact with other bilinguals and monolinguals in An adjec- tive and noun the high-prestige language, or English, rather than in Polish (Hakuta & Hakuta, 1991). It was com- pound, End the e.g. “high- hypothesized that an analysis of the child’s speech would reveal an over-application of Polish intro- prestige,” duction is hyphe- with a brief nated grammar rules in his English, suggesting that he was still in the early stages of bilingualism, as overview when it of your precedes study, the term it defined by Hereida and Altarriba (2001) and that his dominant language was still Polish. This including modifies. your hypothe- hypothesis was largely confirmed, though the findings also suggested that the child was capable ses and important results. of separating the two linguistic systems enough to maximize his comprehension by others. In the CODE SWITCHING IN SEQUENTIAL BILINGUALISM 5 Level 1 Method headings section, are cen- discuss in Method tered and detail how bolded. you Level 2 conduc- Participants headings ted your are bolded study, and left- e.g. parti- This research aims to shed more light on sequential bilingualism by using a corpus from aligned. cipants, For more proce- informa- dures, the CHILDES database (MacWhinney, 2007). The series of 22 transcripts collected by Krupa- tion on materials headings, used. see: Kwiatkowska (1997) records the speech of the author’s son over two years. Marcin, a native http://owl.e Generally, nglish.pur numbers 1 due.edu/o below 10 Polish speaker who was six years and two months old (6;2) at the beginning of Krupa- wl/resourc are e/560/16/. spelled out. For Kwiatkowska’s (1997) study, had just arrived in the United States with his mother and had only Explain numbers who the above 10, partici- figures sporadic English instruction prior to the move.
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