By Liz Soars
This can be a re-creation with a transformed syllabus and broad new fabric.
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Additional resources for New Headway English Course: Student's Book Elementary level
S. (Smedley 1993; Bailey 2001b). Linguistically, they draw forms from grammatical codes that count as distinct languages (Spanish and English) and those who are socialized in low-income, urban areas also draw from African American English, which is popularly understood to imply stark social difference. In this chapter, I first define the terms identity and style as I use them, emphasizing that both are subjectively and ideologically constituted. After a brief methods section, I describe and illustrate with transcript examples an everyday form of linguistically unmarked language alternation – code switching as a discourse mode (Poplack 1981, 1988) – that is common among second-generation Dominican youth, as well as other children of international labor migrants (Auer 1984; Gal 1988; Zentella 1997).
5) [(WR #2 1:20:07) Setting and participants: Early in an 11th grade class period in May. There is a substitute teacher, and students are talking, flirting, and fooling around. Wilson, the student I was recording, has been speaking in both English and Spanish to various classmates. S. around age 7. Claudia’s parents are from Guatemala. ] Wilson: ((singing)) dame del pollito ‘give me a little bit of that chicken’ Eduardo: Tú no dizque ere(s) de Haití? Tú no ere(s) dominicano, Wilson. ‘Aren’t you supposedly from Haiti?
Janelle: Jose: Janelle: I hope I don’t have fashion show practice today. No? Cause yesterday I was mad, de balde yo fui para allá. ‘I went there for nothing’ I told Benny to take me de balde. ‘for nothing’ ((Talk continues in English with occasional switches to Spanish)) Language alternation as a resource for identity negotiations 35 In this example, there is no obvious function of these switches related to the structure of the discourse or to metaphorical meanings of English and Spanish. When codes are not compartmentalized by a group, the search for a function of a particular switch may be akin to trying to explain why a monolingual speaker selects one synonym or phrasing over another (Zentella 1997: 101).
New Headway English Course: Student's Book Elementary level by Liz Soars