Codeswitching by Carol M. Eastman

By Carol M. Eastman

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The language of instruction from standard 4 on is English. Standards 1-3 are taught in variously English, Swahili, or a regional first language. What really happens is that teachers teach to the KCPE certification tests. Authors looked at an English-medium school; a Swahili then English-medium school; and a Luo-medium school with English and Swahili as subjects in standards 1-3 with English-medium from standard 4 on plus Swahili as a subject. In all three Page 9 schools there was a preference to rely on English as much as possible.

Therefore, any model of the structural aspects of codeswitching must provide a unified account for all EL material in codeswitching utterances. Introduction This paper 1 attempts to clarify the status of lexical material from an Embedded Language (EL) which appears in codeswitching discourse in a frame provided by the Matrix Language (ML). Such a discussion is an important preliminary in assessing competing models of structural constraints on codeswitching, since a first step is to identify those linguistic items which properly must be accounted for as part of codeswitching utterances.

Such a discussion is an important preliminary in assessing competing models of structural constraints on codeswitching, since a first step is to identify those linguistic items which properly must be accounted for as part of codeswitching utterances. Codeswitching involves at least two languages used in the same conversation. Of these languages, one is the ML, the language which sets the morphosyntactic frame for codeswitching utterances. The ML can be identified on the basis of relative frequency of morphemes.

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