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.
The clues that signal the reader should change tone are the punctuation marks, the grammatical signs. For example, the quotation marks at the beginning of something someone else said literally or the exclamation marks.
The tone of the first line of dialogue until "Gettysburg" is a kind tone, a tone of advise. The narrator is trying to help the other person in doing something he or she obviously is finding hard to do by giving a piece of advise and bringing up a memory of a successful similar case.
The clue that helps the reader understand how to read the word "bang" is the exclamation mark. It gives the word a surprise tone, a strong accent.
The best tone for reading the word "bang" is an exciting tone, a surprise one, even a loud one.
The words that should be read with a formal tone are the ones that give factual information. The sentence: Mister Lincoln couldn't think of anything to say at the Gettysburg" gives information about an event and it needs to be read formally, also, when the narrator wants to transmit calmness, a formal and slow tone is needed, because people also transmit messages with the vibrations of our voices and tones.
Answer:
Without a doubt...
b. When two independent clauses are closely related to each other and are joined by a conjunctive adverb of two syllables or more, place a semicolon before the conjunctive adverb and a comma after it.
Explanation:
Which type of report? ( book report, news report....which one are you doing?)
Answer:
:/ ok I will name a few below \/
Explanation:
They are both named after directions, "North and South"
They are both named Carolina.
They both have beautiful beaches.
They both have large mountains and valleys.
They both have similar wildlife.
