Code-switching Among Students in the UK - Essay Example

Table of Contents Introduction 3 Methodology 5 Data analysis 8 Analysis 14 Discussion 15 Conclusion 16 This paper focuses on the concept of code-switching among the students from Kuwait that are living in UK. The paper looks at the Kuwaiti undergraduate and postgraduate students that live in UK. The main focus is the reasons for code-switching and the context under which the speakers code-switch between Arabic and English. There were different social context that need to be analyzed in this study. This pilot study as aimed at finding out if the research techniques of collecting data will meet the desired standards. The pilot study was conducted on 20 respondents who represent a small percentage of the sample population. Introduction Code-switching is an action that happens to those with experience and ability of speaking more than one language. This is the alternation between two languages which occur in speech (Clyne 1972). Code-switching is a change from one language to another while speaking or writing. Speakers normally change the language in the middle of the sentence of their sentence. According to Wardhough (1986), code mixing is defined as combination of two codes without changing the topic. Code-switching is a concept that has been of great interest to many researchers. Code-switching has been researched by from functional and a structural perspective (Diebold, 1963 & 1969; Gumperz, 1964, 1969, & 1970). Code-switching has been observed by many speakers in different countries around the world such as in Malaysia, Indonesia and Romania. The choices are made by the speakers on the words they speak based on the condition and the constraints. This concept of code-switching comes as a natural concept to those who living in foreign country because of migration, intermarriage and many other reasons. There many cases of code-switching such as between Arabic and English in Kuwait in the Arabic speech community. There are many reasons as to why there is need to study the code-switch among those who speak Arabic among them is expose to English language. This study wants to understand the motives and reasons for code-switch. There are many research studies on the concept of code-switching which differ in terms of the context and situation but have three common factors. This are; code-switching deals with languages in contact, code switching in an interactive social context and during different social gathering that entails interlocutors that can speak more than one language. Hudson (1980) presented the differences between code-switching, borrowing and code-mixing while looking at types of code switching. Code-switching is “the inevitable consequence of bilingualism” P. 51, which enables speakers to choose languages they know best. Code-mixing on the other hand is defined as “is when a fluent bilingual talking to another fluent bilingual changes language without any change at all in the situation” (p.53). Borrowing is just “simply when an item is borrowed from one language to become part of the other language” (p.55). Research limitations The research study has focused on code-switching among Kuwaiti students in the UK in different social context as they have more exposure to English language than students in Kuwait, in different social and educational contexts, which may increase the amount of code-switching occurrence Research questions: The main questions addressed in this study are: 1. Which type of code-switching is the most frequent among Kuwaiti students in the UK when deploying the English lexical or phrases into the Arabic language utterances, while speaking with one another, in different social contexts? 2. What are the Kuwaiti students’ social and linguistic motivations to code-switch from Arabic to English languages? Significance of pilot study The researcher seeks to enhance the validity of the survey by pilot study; the questionnaires and correcting any inconsistencies within the questions. Primary data minimises the possibility of any ambiguous data getting their way into the research (Polosky and Waller, 2005). Primary data also assist in generating the empirical base of the survey (Borg and Mohler, 1994). Methodology The study employed both qualitative and quantitative methods of research approach. This was aimed at getting triangulating the results in order to have accurate findings. Qualitative methods used observation methods where the researcher observed the utterances and also used recorded tapes of the conversations. Questionnaires and semi structured questions were used in the collected data for the quantitative approach. The research made use of primary methods of data collection. The main objective of these primary sources was to maintain the validity and reliability of the research (Kumar, 2005). The term reliability is a measure of consistency that ensures that the test produces similar results repeatedly (Bailey 1994). The researcher used close ended questions in order to enhance the reliability of the survey. On the other hand, validity in research refers to how the test measures the intended objectives accurately (Bailey 1994). The researcher seeks to enhance the validity of the survey by pilot study; the questionnaires and correcting any inconsistencies within the questions. Primary data minimises the possibility of any ambiguous data getting their way into the research (Polosky and Waller, 2005). Primary data also assist in generating the empirical base of the survey (Borg and Mohler, 1994). The respondents were given questionnaires that had both open- and close-ended questions. In this research, all the questionnaires were emailed to the marketing and sales executives of various firms that deal in fashion products. Most marketing and sales executives who use internet marketing communication should have an easy access to the internet. This was vital in determining the trends of internet marketing communication techniques within fashion organizations. All the data from the field were relevant in attaining the goals of this research (Brown, 2003). The researcher developed the questionnaires and emailed them to all the marketing and sales executives in the sample. All these questions were emailed to enterprises that engage in internet business-to-consumer activities. The main independent variable in this study is the internet marketing communication process. The dependent variable is the business-to-consumer activities. The planning of these questionnaires will be on the basis of a five-point scale (Jensen, 2008). Research design This research makes use quantitative methods of data collection. The main basis of quantitative methods of data collection is mathematical means. According to Landy and Conte (2009), analysis and interpretation of quantitative data is done in terms of figures. This assists readers to understand the outcome of the research. Ilan (2004) asserts that the quantitative methods of data collection and analysis bring clarity and reduce vague facts in the research. The main sources of quantitative data in this research are the marketing and sales executives of various firms. This is because this category of professionals has a deep understanding on the importance of online marketing communication in increasing organisational sales (Weitz & Wensley 2002). The researcher strongly believes that reality is made up of events and objects as they are understood and perceived in the consciousness of human beings (Borland 2003). This means that nothing that does not rely on consciousness can be used by the researcher in defining reality (Borland 2003). The data analysis is made from the primary data which is collected through the questionnaire conducted with the executives by the researcher. The collected data are presented through the charts and pie charts in data analysis section. Research sample There is no way a researcher can carry out a study on all individuals within the target population because of resource limitations (Thomas, 2009). Findings from the research apply on a very large population of individuals, and no researcher can interview all these subjects. A sample is a small portion of the target market that is included in the survey (Grinnel and Unrau, 2010). Researchers use samples to gather information from a subset of the entire population. The findings from the sample are then used to make inferences regarding the entire population (Turk, 2011). This means that the research should be based on a representative sample. The subjects of this study were undergraduate and postgraduate Kuwaiti students, studying in one of the UK universities programmes of both genders in different ages. It is essential for the sample to be large enough for it to be representative of the entire population (Boarders and Abbott, 2005). The sample in this research includes some of the students in UK from Kuwait. The assumption is that the sampled students have all information with regard to code-switching. This is the only way this sample can assist the researcher to achieve the objectives of the study. Sampling The sampling technique used in this research was the convenience sampling approach. This method falls under the category of non-probability-based sampling techniques. In probability sampling, all individuals in the target population have some probability of being included in the sample. On the other hand, selection of individuals in non-probability sampling relies on their availability (Long, 2008). This can be through the process of volunteering, or the researcher judges them to be representative. Convenience sampling is the most commonly used type of non-probability sampling technique (Jackson, 2011) not because it is easy to recruit convenient samples, but rather, the researcher uses the available individuals. It was done online. The main reason behind the use of convenience sampling technique is that it is not only cost-effective but also time saving (Mercer 1998). In this approach, the researcher selected respondents on the basis of their availability and convenience through emails and social media to reach out to the UK students. In convenient sampling, there is no possibility that all members will be included in the sample (Jackson, 2011). The method of convenience sampling is essential in gathering information in an approachable and most convenient manner (Havaldar 2005). Using online surveys is the most convenient method of gathering information on code-switching. This is because many students are connected online through social media and have email accounts. The main disadvantage of convenience sampling is that some individuals within the population have no chances of being included in the survey (Krysik and Finn 2010). This means that it is hard to determine how a sample chosen on the basis of convenience is representative of the entire population. This situation exists regardless of the sample size, so researchers need to be careful when selecting a convenient sample. The sampling method can be said to be a limitation in this research. Convenient samples can lead to a high degree of bias within the research process. Data analysis Demographic data Table 1.0 Age Frequency Percent Valid 18-24 3 15.0 25-30 11 55.0 31-36 5 25.0 37-42 1 5.0 Total 20 100.0 The table above shows the statistical data for age of the participants. None of the participants were under 18 and 15% of them were between 18-24. In contrast 55% of the participant was between 25-30, 25% were 31 Table 2 Gender Frequency Percent Valid Male 12 60.0 Female 8 40.0 Total 20 100.0 The gender of the respondent is tabulated above. The table shows that there were more male than female respondents in the study with 60 per cent while female were represented with 40 per cent. Table 3.0 Academic_Level Frequency Percent Valid Postgraduate 16 80.0 Undergraduate 3 15.0 Learning Student 1 5.0 Total 20 100.0 80% of the participant were postgraduate students, 15 percent were undergraduate while 5 per cent were learning student. Table 4 Type_of_School Frequency Percent Valid Government school 16 80.0 British/American 2 10.0 Bilingual school 2 10.0 Total 20 100.0 The table above shows type of school which the respondents went. The 80 per cent of the respondents went to government school while 10 per cent for each represented in British/America and Bilingual school. Table 5.0 How long have you been in the UK? Frequency Percent Valid Less Than a year 5 25.0 2-4 years 6 30.0 4-6 years 3 15.0 1-2 years 4 20.0 More than 6 years 2 10.0 Total 20 100.0 The above table shows the period that the respondent has stayed in UK. There were 30 per cent had 2-4 years in UK, there were 25 percent of those less than a year, there was 20 per cent of those stayed in UK 1-2 years. There was more than 6 years with 10 per cent representation. Table 6.0 How old were you when you first started learning English? Frequency Percent Valid 3 old (KG) 2 10.0 Less than 4 years old 2 10.0 6-10 years old 6 30.0 10- 13 years old 10 50.0 Total 20 100.0 The above table shows the data about the age that respondents started learning English. There was 10-13 years old which were in the intermediate with 50 per cent. There were 30 per cent of those who started learning English 6-10 years. There was 10 per cent for with less than 4 years old same representation with 3 old years. Motivation Table(number) : Motivation for code switching according to Malik (1994) taxonomy Descriptive Statistics Sum Mean Std. Deviation Variance 1. I want to stress the fact that we all belong to the same minority group, with shared values and experiences. 50.00 2.5000 1.39548 1.947 2. I use English when… - I want to share values and experiences with people of a similar group or culture. 57.00 2.8500 1.63111 2.661 3. I want to include people from diverse backgrounds in conversation. 61.00 3.0500 2.06410 4.261 4. I want to convey messages targeted at various listeners or speakers of other languages. 56.00 2.8000 1.19649 1.432 5. I’m speaking in an informal or natural context. 60.00 3.0000 2.05196 4.211 6. I am emphasising different participants or reacting to degrees of speaker involvement 89.00 4.4500 1.90498 3.629 7. I want to attract listeners’ attention. 58.00 2.9000 1.74416 3.042 8. I want to raise audience interest in what I am discussing. 55.00 2.7500 1.86025 3.461 Table(number) : Other Motivation for code switching Sum Mean Std. Deviation Variance I find some English words easier to pronounce. 55.00 2.7500 1.65036 2.724 The English utterance is shorter than Arabic. 59.00 2.9500 1.76143 3.103 It helps me gain fluency in English. 69.00 3.4500 1.79106 3.208 There is more prestige in using English words. 72.00 3.6000 1.95744 3.832 It’s the most modern way of speaking. 73.00 3.6500 1.87153 3.503 I do not even notice that I am doing it. 60.00 3.0000 2.10263 4.421 Valid N (listwise) Descriptive Statistics Sum Mean Std. Deviation when discussing ... topics? - fashion and shopping 65.00 3.2500 1.01955 when discussing ... topics? - nature and travelling 58.00 2.9000 .85224 when discussing ... topics? - politics 36.00 1.8000 .69585 when discussing ... topics? - religious 30.00 1.5000 .76089 when discussing ... topics? - academic matters 88.00 4.4000 .59824 when speaking Arabic... - in general 63.00 3.1500 .87509 when speaking Arabic... - with your parents 34.00 1.7000 .73270 when speaking Arabic... - with your grandparents 23.00 1.1500 .48936 when speaking Arabic... - with your friends 67.00 3.3500 .87509 when speaking Arabic... - with your siblings 53.00 2.7895 .91766 when speaking Arabic... - with children 65.00 3.2500 1.01955 Valid N (listwise) Analysis According to the study results, the students said that they agree with the fact that they normally feel like code-switching to English. There was only 30 per cent of those who did not agree with the concept of code-switching while there are in UK than when they are in Kuwait. There were many reason given why students code-switch and there were different context that make them switch too. The reasons why students code include fashion and shopping, There were about 45 per cent of the respondents who said they often code-switch when they are talking about the fashion and shopping. There were about 25 per cent with about 20 per cent said they rarely code-switch. Students stated that they sometimes code-switch when they are talking about issues to do with travelling and nature. On the concept of politics, most of the respondents do not agree that they code-switch. With most saying it is rare for them to code-switch. There was a clear indication that many students do not code-switch while they are talking about religious matters. Most of the respondents said they never code-switch with other rarely code-switch. This means that religious matters are spoken in the native language without changing them. The research also wanted to find out the reasons why people code-switch. There were many questions and options given under this question. There were different reasons that make people code-switch their languages. Attracting attention was one of the question in which many said they slightly agree with the fact that they code-switch because they want to draw the attention of the audience to the discussion. Code-switching because English words are shorter and also easier than Arabic words was also pointed out as the main reason for code-switching. The reason of involving others who are of different background into a conversation was also cited as the main reason for code-switching. Discussion This was a pilot study and it was aimed at finding out how the actual research will be conducted. The main aim was to find out the structure of the questions and how well they were understood by the respondents. Based on the results analyzed, most of the research questions were well understood. This is because there was no missing question that the respondents did not answer. There was only 30 per cent of those who did not agree with the concept of code-switching while there are in UK than when they are in Kuwait. There were many reason given why students code-switch and there were different context that make them switch too. The reasons why students code include fashion and shopping, There were about 45 per cent of the respondents who said they often code-switch when they are talking about the fashion and shopping. There were about 25 per cent with about 20 per cent said they rarely code-switch. Students stated that they sometimes code-switch when they are talking about issues to do with travelling and nature. Most of the respondents agree that English is easier to pronounce than Arabic when they decide to code-switch. There are those who also moderately agree that they use code switch to English when the English words are shorter. There were about 45 per cent of the respondents who said they often code-switch when they are talking about the fashion and shopping. There were about 25 per cent with about 20 per cent said they rarely code-switch. Conclusion This paper has been a pilot study to investigate the code-switching between English and Arabic among the Kuwaiti students in the utterances and construction level in the speech.The respondents of this study were undergraduate and postgraduate Kuwaiti students, studying in one of the UK universities programmes of both genders in different ages. The target population were from different universities, majors, and social status. The graph shows the results of the analysis. Most of the respondents do not find it a reason to code switch from Arabic to English because they want to raise audience and interest of what they are talking about with about 40 per cent said they slightly agree. There was about 25 per cent of those who disagree slightly with this fact while about 15 per cent strongly disagree. The first language of the target and sample population is Arabic, and second language is English where most of them have learned it as a compulsory subject at the age of six in the state schools or earlier if they were in private schools. The quantitative method was used in this research. This was aimed at providing data for meeting the objectives of the study. References Gal, S. (1979). Language Shift: Social Determinants of Linguistic Change in Bilingual Austria. New York: Academic Gumperz, J. J. (1982). Conversational Codeswitching. In Discourse Strategies. Cambridge, England: Cambridge University Press. Gumperz, J. 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