Switchback is a valid word in this word list. ... The word "switchback" uses 10 letters: A B C C H I K S T W. No direct anagrams for switchback found in this word list. Words formed by adding one letter before or after switchback (in bold), or to abcchikstw in any order: s - switchb
Answer:
See explanation for answer.
Explanation:
His eyes squinted, bloody red, and filled tears. His lips pursed shut, cause he doesn't like to open up to any. So there he sat along the road, close to an alley, with no one. Me hoping that one day things will turn out better for that young boy like they did for me. Sending my prayers to him I drove off into that cold, rainy night.
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Society, in general. In essence, Shakespeare aims to say we are all just pretending in front of other people, like a facade. We will have our moments and our downs. The “one man pays many parts” can be how a person can pretend to be something they are not to get others to like them. Like trying to fit in one group, you’ll pretend to be into what they are or etc. Can be applied in the dating scene, friendships, work and other forms of social life.
Language may be used to communicate, learn, and express identity. Adopting Chinese schools as a focal point, this dissertation explored how Chinese-Canadians establish their cultural identity through code-switching. This dissertation was guided by four research questions: (1) How is the prevalence of code-switching among Chinese teachers, parents and students at home and school? (2) How do the teachers, parents and students perceive and compare the communicative, learning and identity-reflective functions of language? (3) How do they form their cultural identity through language use and code-switching? (4) What do they understand as, the relationship between language use/code-switching and identity formation? Several types of data were gathered: Three Canadian specialists in Chinese language education were interviewed; 203 students were recruited from six Chinese language schools in Greater Vancouver to answer a structured questionnaire; eight triplets of parents, teachers and students participated in class observations, home visits, and group discussions; and data were gathered from students’ self tape-recording, written logs and instant messages. It was found that the students did the most between-turns code-switching, while the parents did less and the teachers did the least amount of code-switching. Most participants considered the communicative function of language the most important, the learning function less important and the identity-reflective function the least important. Some participants suggested that language may serve different functions simultaneously. I proposed that identity formation is dynamic and multi-faceted. The questionnaire results indicated that most students were proud of their Chinese cultural identity although the parents and teachers thought that the students were not mature enough to understand the real meaning of identity. Most participants thought that no direct relationship was between language use and identity formation because people can use a second language to reflect or form their cultural identity. However, from a broad perspective, a close relationship does exist because people can use any language to reflect their cultural identity.
Option D as they started with “some might think that” which means they are starting the opposing point, the counterarguement.
