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.
For the answer to the question above, The point of view you use to to write a description is mental as well as emotional.
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Answer:
The man was wearing his uniform.
Explanation:
Chapter 1
-The narrator is Scout Finch.
-The setting is in Maycomb, Alabama.
-Atticus is the father and his wife died while Scout was two years old.
-Dill comes over the play during the summer with Scout and Jem.
-They are interested in Boo Radley and his house.
-The Radley house is mysterious because no one has ever entered it.
Chapter 2
-Scout hates her first year of school because her teacher wont let her read at home.
-Scout gets in trouble for standing up for Walter Cunningham.
-The teacher, Miss Caroline, tried to give Walter a quarter, but he didn't take it because he knew that he would have to repay her, but he can't.
Chapter 3
-Jem invites Walter to eat lunch at his house with Scout.
-Burris Ewell is in the same class as Scout and Walter but only comes to school the first day.
Chapter 4
-Scout and Jem find prizes in a knothole next to the Radley's, so they take them.
-The kids start playing a game where they impersonate Boo Radley, and this game ended due to Atticus finding out about it.
Chapter 5
-The kids try and slip a note through the Radley house window, but they get caught by Atticus.
Chapter 6
-It is Dill's last day in Maycomb, so the kids try and enter the Radley's backyard.
-They enter it and go on the back porch until they hear a shotgun.
-The kids start to run, but Jem's pants get caught on the fence, so he takes them off to run.
-When Jem comes back to pick them up, they are folded nicely on the fence.
Chapter 7
-The prizes keep appearing everyday, so they get curious until the knothole gets cemented by Nathan Radley.
Chapter 8
-It is snowing in Maycomb, so the kids make a snowman that looks like Mr. Avery.
-Ms. Maudie's house catches on fire, so the whole town stops the fire.
-The kids were watching the house burn near the Radley house.
-Scout discovers that someone put a blanket over her shoulders, and she thinks that it was Boo.
Chapter 9
-Atticus is chosen to defend Tom Robinson, and he accepts.
-Everybody at school calls him a n****-lover, but Scout made a promise that she won't punch anyone.
-Uncle Jack, Aunt Alexandra, and Francis come over for dinner.
-Francis calls Atticus a n****-lover, and Scout punches him.
Chapter 10
-Atticus gets Jem and Scout air rifles for Christmas, and he tells them that it is a sin to kill mockingbirds.
-There is a rabid dog on the Finch's street, so Atticus shoots it.
Hope this helps
I'm not sure what the article is but one can make the assumption that women were denied the right to vote before the nineteenth amendment was passes because the nineteenth amendment established voting rights<span />
