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:
The meaning of life, as we perceive it, is derived from philosophical and religious contemplation of, and scientific inquiries about existence, social ties, consciousness, and happiness. ... Science also studies and can provide recommendations for the pursuit of well-being and a related conception of morality.
Explanation:
Answer:
1. I always ch*at online while <u><em>doing</em></u> my homework, <u><em>making</em></u> my parents really angry. I tell them I can do both, but I just can't get through to them!
2. | didn't do much this weekend. I was at home <u><em>arguing</em></u> with my brother. He can annoy me by just by <u><em>looking </em></u>at me! Is that normal?
3. A friend lent me a presentation <u><em>saved</em></u> on a flash drive. It <u><em>being</em></u> her only copy, she told me to be really careful, but I accidentally reformatted the flash drive, <u><em>meaning</em></u> the presentation's gone. Any advice?
4. There's a group of students at school <u><em>calling</em></u> me names. And when I got home today, there were some really terrible comments <u><em>posted</em></u> on my page. I felt really upset after <u>readin</u>g them. What's the best way to stand up for yourself in these situations?
Answer:
"This definition of prose is an example of prose writing, as is most human conversation, textbooks, lectures, novels, short stories, fairy tales, newspaper articles, and essays."
Answer:
You will come to a red barn near a farmhouse.
