Friday, 4/8/2022
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University
Shawnee State University
Major
AYA English Language Arts
Presentation Types
Oral Presentation
Keywords:
Code-switching, Spanglish, English as Second Language, Education
Abstract
The Paper “Exploring Spanglish: Southern Ohioan Style” explores Spanglish, which is a variety of American English (AE) spoken by native speakers of Spanish who also develop fluency in English as a Second Language (ESL). The study is based on a primary source, which was collected from a speaker of Spanglish who has lived in the USA since the age of eleven. Using substantial background research, the paper dissects the linguistic patterns of code-switching (CS) from AE to Spanish and shows that switches are both intra- and inter-sentential. This pattern of CS indicates that the speaker is highly fluent in both English and Spanish. Therefore, the paper argues that CS does not happen due to competence deficit and results of research are extended to apply to the pedagogical approaches of teaching Language Arts in schools, which should respect and emphasize the role of L1 in learning and developing L2 competence.
Human Subjects
yes
IRB Approval
yes
Faculty Mentor Name
Leila Lomashvili
Faculty Mentor Title
Doctor
Faculty Mentor Academic Department
English and Humanities
Recommended Citation
Smith, Bethany, "Exploring Spanglish: Southern Ohioan Style" (2022). Celebration of Scholarship. 10.
https://digitalcommons.shawnee.edu/cos/2022/day5/10
Exploring Spanglish: Southern Ohioan Style
The Paper “Exploring Spanglish: Southern Ohioan Style” explores Spanglish, which is a variety of American English (AE) spoken by native speakers of Spanish who also develop fluency in English as a Second Language (ESL). The study is based on a primary source, which was collected from a speaker of Spanglish who has lived in the USA since the age of eleven. Using substantial background research, the paper dissects the linguistic patterns of code-switching (CS) from AE to Spanish and shows that switches are both intra- and inter-sentential. This pattern of CS indicates that the speaker is highly fluent in both English and Spanish. Therefore, the paper argues that CS does not happen due to competence deficit and results of research are extended to apply to the pedagogical approaches of teaching Language Arts in schools, which should respect and emphasize the role of L1 in learning and developing L2 competence.