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.
Answer:
B) they are both strong :)
Explanation:
Explanation:
Yes, because all the present actions of human beings will directly influence and impact future generations. An example of this responsibility is on the use of scarce environmental resources, such as pollution of the oceans and air, deforestation, the production of waste, etc.
It is essential that the current generation is aware of how the present and future quality of life is directly linked to education, ethics, the awareness of people, governments and industries, so that the world is a positive place for future generations, where it there is war, hunger or pollution, but union, respect and quality of life.
Not sure what your question is, but here is some information about it:
- It was introduced around 1750s but people already partially stopped using it around 1790s
-There were some specific rules for it, but there was some confusion about them and not everyone followed them
- it started with the capitalization of the main word in the sentence and then Capitalisation of all Substantives was introduced
-in German such a capitalization was introduced in 17th century too, and remains to this day
The answer is b because that wouldn’t motivate them
