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Written Narratives by Adult Chinese Plurilingual Students : = Participants' Perceptions of Code-Switching and the (Re)Shaping of Identity.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Written Narratives by Adult Chinese Plurilingual Students :/
Reminder of title:	Participants' Perceptions of Code-Switching and the (Re)Shaping of Identity.
Author:	Wong, Wales.
Description:	1 online resource (115 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-01.
Contained By:	Masters Abstracts International57-01(E).
Subject:	Foreign language education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355449051

Written Narratives by Adult Chinese Plurilingual Students : = Participants' Perceptions of Code-Switching and the (Re)Shaping of Identity.
Wong, Wales.

Written Narratives by Adult Chinese Plurilingual Students :Participants' Perceptions of Code-Switching and the (Re)Shaping of Identity. - 1 online resource (115 pages)

Source: Masters Abstracts International, Volume: 57-01.

Thesis (M.A.)

Includes bibliographical references

This study explores the experiences and intentions for code-switching with Chinese adult students in Ontario who attended an ESL or English course in a continuing education program. Three participants were given the task of writing a short story with the option to incorporate an experimental pedagogical strategy of code-switching. Using a qualitative method, data was collected from their written narratives, followed by semi-structured interviews to discuss their experiences with code-switching. The data provides a deeper understanding of code-switching's role in language learning and identity (re)shaping of adults during the process of acquiring English skills. The findings suggest that the participants' rationalizations for code-switching in the development of writing are influenced by the teacher as an authority figure, an active engagement in learning, and the desire for conciseness and efficiency. Furthermore, code-switching in written narratives supports identity (re)shaping through the ownership of words, reflexivity in memories, and accommodation for the reader.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355449051Subjects--Topical Terms:

1148430
Foreign language education.
Index Terms--Genre/Form:

554714
Electronic books.

Written Narratives by Adult Chinese Plurilingual Students : = Participants' Perceptions of Code-Switching and the (Re)Shaping of Identity.
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520 $a This study explores the experiences and intentions for code-switching with Chinese adult students in Ontario who attended an ESL or English course in a continuing education program. Three participants were given the task of writing a short story with the option to incorporate an experimental pedagogical strategy of code-switching. Using a qualitative method, data was collected from their written narratives, followed by semi-structured interviews to discuss their experiences with code-switching. The data provides a deeper understanding of code-switching's role in language learning and identity (re)shaping of adults during the process of acquiring English skills. The findings suggest that the participants' rationalizations for code-switching in the development of writing are influenced by the teacher as an authority figure, an active engagement in learning, and the desire for conciseness and efficiency. Furthermore, code-switching in written narratives supports identity (re)shaping through the ownership of words, reflexivity in memories, and accommodation for the reader.
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