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)

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…

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…

Provides a description of the characteristics of intrasentential language mixing produced by a group of Korean-English bilingual children, with a special focus on the distinction between code switching and borrowing. Data suggest that intrasentential language mixing is determined by the bilingual abilities and preferences of the speaker as well as…

Reviews recent theoretical and empirical literature regarding teachers' uses of the target (TL) and first languages (L1) in second and foreign language classrooms. Explores several issues related to teachers' use of the L1 and the TL in the classroom; exposure to TL input, student motivation, cognitive considerations, code switching, and…

Explores the use of English in Cypriot Greek, focusing on extensive data from informal conversations between members of a Limassol family. Suggests that instances of language alternation can be accounted for in terms of discourse analytic categories such as the distinction between local and global phenomena and the tri-partite scheme of…

The theory of articulatory setting, originally published in 1964, is outlined and expanded on, drawing on experiences with Polish and English. The theory proposes that each language has a unique configuration of articulators accounting for or establishing the natural sounds of that language that give it phonological unity and differentiate it from…

Discusses use of the mother tongue in bilingual content teaching as well as in conventional foreign-language classes. The controversy over mother tongue is examined by analyzing a history lesson taught in English as a foreign language. Suggests brief use of the mother tongue can function as a learning aid to enhance communicative competence in the…