How many Graduate students does it take to CS

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P7: Listo, sí. French. (The adjective card drawn is "witty" and players begin to choose a card from their hand that best fits this adjective). P8: Comment est-ce ...
How  many  Graduate  students  does  it   take  to  code-­switch?   Optimality  Theory  and  bilingual  grammar  in  a  community  of   practice

Ashley  Pahis North  Carolina   State  University  

Code-­choice  and  code-­switching

• Rational  choice(s)  and  the  markedness  model  (MM)   (Myers-­Scotton  1983;;  Myers-­Scotton  &  Bolonyai,  2001) • Code-­switching   (CS)  as  "the  alternating  use  of  two  or   more  languages"   (Auer  2013).   • Myriad  of  functions  based  on  situational  context,   interlocutors,  as  well  as  individual,   discursive  goals  (Gal   1978;;  Li  Wei,  1995;;  Bolonyai  2005;;  Callahan   2007;;  De   Fina  2007)

Optimality  Theory  (OT)   • Proposes  that  "Universal  grammar  contains  a  set  of   violable  constraints"  which  are  ranked  hierarchically   (Prince  &  Smolensky,  1997;;  Archangeli  &  Langendeon   1998,  11) • Bilingual   grammar  and  OT  (Bhatt  &  Bolonyai  2011) – Five  meta-­principles   of  CS • FAITH,  POWER,  SOLIDARITY,  FACE,  PERSPECTIVE

• English, French, Spanish • Translation

Principle  of  Interpretive  Faithfulness   [FAITH] a. Conceptual,  semantic-­pragmatic,  socio-­cultural  meanings b. "Le  mot  juste"  (Gardner-­Chloros  et  al.  2000),  pragmatic  gaps,  religious   significance,  etc.

Spanish

French

(The  adjective  card  drawn  is  "witty"  and  players  begin  to   choose  a  card  from  their  hand  that  best  fits  this  adjective) P7:   Okay witty P1:  What? Witty? Cómo se dice "witty" en español? How  does  one   say  "witty"  in  Spanish? P2:  Uhm Listo? P7:  I don't know; ¿listo? P1:    Clever, cunning P2:  ¿Cómo eres listo? Like  you  are  clever? P7:    Listo, sí.

(The  adjective  card  drawn  is  "witty"  and  players  begin  to  choose   a  card  from  their  hand  that  best  fits  this  adjective) P8:  Comment est-ce qu'on dit ça en francais? Malin? How  does  one  say  that  [ witty]  in  French?     P6:    Oui, malin. Yes,  

Principle  of  Symbolic  Dominance   [POWER] a. Interpersonal,  relational b. power/status  difference,  social  distance,  etc.

Principle  of  Social  Concurrence  [SOLID] • •

Interpersonal,  relational   Mitigating  social-­distance,  affiliation,  intimacy

Spanish

French

(When  a  fellow  native  speaker  is  trying  to  decide  the   winning   card  of  the  round)

(After  winning  another  round  of  the  game,  one  of  the   native  french  speakers  c ongratulates  the  L2  French   speaker)

P1:   Vamos a ver … Let’s  see  … P3:    Come on P1; confío en ti. Come  on  P1;;  I  trust  you.    

P5:    Good job. P8:    Merci Thank  you.  

Principle  of  Face  Management  [FACE] a. Interpersonal,  relational b. Mitigating  responses,  politeness,  appreciation/approval

French (When  the  L2  French  s peaker  is  trying  to  decide  the   winning   card  of  the  round.   P5:   Don’t disappoint. P8:    C’est difficile. It’s  difficult.

Principle  of  Perspective  Taking  [PERSP] a. Discourse,  conversational b. Elaboration,  emphasis,  repetition,  footing,  reformulation,  etc.  

Spanish

French

(One  L1  Spanish  speaker  is  asking  what  to  do  with   cards  that  have  already  been  played)   P4:    What do I do with these?

(L1  French  s peaker  is  asking  for  clarification  about   the  rules  of  the  game  and  if  they  should  draw   another  card.)

P5:   Just put them aside; Ponlas al otro lado.

P8:    Il faut toujours avoir cinq.

Just  put  t hem  aside;;  just  put  t hem   to  t he  other  side.     P4:   ¿Todas? All  of  t hem? P1:   Sí Yes

P6:   Should I get *motions to cards*? One  should  always  have  five.  

Hypothesized  hierarchies  

French:    SOLID  >>  {FAITH,  PERSP,  FACE}  >>  POWER Spanish:    {SOLID,  FAITH}  >>  {PERSP,  FACE}  >>  POWER

Methodology   • 8  participants  divided  into  two  groups – Spanish/English   bilinguals • 3  L1  Spanish;;  L2  English  (P1,  P3,  P4) • 2  L1  English;;  L2  Spanish  (P2,  P7)

– French/English  bilinguals   • 2  L1  French;;  L2  English  (P5,  P6) • 1  L1  English;;  L2  French    (P8)

• • • •

Language   background  questionnaire   Participated  in  an  hour  long  game  of  Apples  to  Apples®   Interaction  was  recorded   Instances  of  CS  were  transcribed  as  well  as  the  context   in  which  they  occurred   – English, French, Spanish – Translation – *  indicates  violation;;  !  indicates  fatality

French:    SOLID  >>  PERSP  >>  POWER (L1  French  speaker  is  asking  for  clarification  about   the  rules  of  the  game   and  if  they   should  draw  another  card.) P6:   Should I get *motions to cards*? P8:    Il faut toujours avoir cinq. One  should  always   have   five.  

Tableau  1.  Interaction  of  Solidarity,  Perspective,  and  Power.  

Candidates a.  One should always have five. b. Il faut toujours avoir cinq.

PERSP

SOLID

*!

**!

POWER

*  

FACE

FAITH

French:    SOLID  >>  FACE  >>  POWER (When  the  L2  French  speaker  is  trying  to  decide  the  winning   card  of  the  round.   P5:   Don’t disappoint. P8:    C’est difficile. It’s  difficult.

Tableau  2.  Interaction  of  Solidarity,  F ace,  and  Power.  

Candidate a.  It’s difficult b. C’est difficile

SOLID

FACE

**!

*!

POWER

*

PERSP

FAITH

French:    FAITH  >>  SOLID  >>  POWER (The  adjective  card  drawn  is  "witty"  and  players  begin  to  choose  a  card  from  their  hand   that  best  fits  this  adjective) P8:  Comment est-ce qu'on dit ça en francais? Malin? How  does  one  say  that  [witty]   in  French?     P6:    Oui, malin. Yes,   Tableau  3.  Interaction  of  F aith.  Solidarity,  and  Power.  

Candidates

FAITH

a.    How do you say that [witty] in French? Malin? b.    How do you say that in French? Witty? c.    Comment est-ce qu’on dit ça en francais? Malin?

SOLID

POWER

*! **! *

FACE

PERSP

Spanish:    PERSP  >>  SOLID  >>  POWER (One  L1  Spanish  speaker  is  asking  what  to  do  with  cards  that  have  already  been  played)   P5:   Just put them aside; Ponlas al otro lado. Just  put  them  aside;;  just  put  them  to  the  other  side.     P4:   ¿Todas? All  of  them? P1:   Sí Yes Tableau  4.  Interaction  of  Perspective.  Solidarity,  and  Power.  

Candidates a.    Just put them aside; put them to the other side.

PERSP

SOLID

***!

**!

POWER

b.    Just put them aside; Ponlas al otro lado.

*

c.    Ponlas al otro lado; Ponlas al otro lado.

*!

FACE

FAITH

Spanish:    FAITH  >>  SOLID  >>  POWER     (The  adjective   card  drawn  is  "witty"  and  players  begin   to  choose  a  card  from  their  hand   that   best  fits  this  adjective) P7:   Okay witty P1:  What? Witty? Cómo se dice "witty" en español? How  does  one  say  "witty"  in  Spanish? P2:  Uhm Listo? P7:  I don't know; ¿listo? P1:    Clever, cunning P2:  ¿Cómo eres listo? Like  you  are  clever? P7:    Listo, sí. Tableau  5.  Interaction  of  F aith.  Solidarity,  and  Power.  

Candidates a.  How does one say “witty” in Spanish? b.  ¿Cómo se dice “witty” en español?

FAITH

SOLID

**!

*!

POWER

*

FACE

PERSP

Discussion  and  Conclusions  (I)

French:    FAITH  >>  SOLID  >>  {FACE,  PERSP}  >>  POWER Spanish:    {PERSP,  FAITH}  >>  SOLID  >>  {FACE,  POWER}

Discussion  and  Conclusions  (II)

• Provides  information  on  a  previously  unstudied   community. • Provides  plausible   information  for  functions  of  CS  in  a   community  of  practice • Future  studies;;  different  type  of  game,  more   participants,  only  two  languages   represented  with   monolinguals   present.    

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