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 one to be able to stand in front of congregation.and him or her to be able to defend him or her self
1 prodigy 2 speculate this is all i could get I am so sorry. :<
Answer:
D, A, and E
Explanation:
SPOLIERS AND TW
for part one it's D on Wattpad (where I read it idk where you did so it may be a different chapter) it says on the first chapter first and second part labeled September 1st 2020 Tulip was going to Sydney Camps' place when she got there she was standing in front of of the switchblade biting her lip being a creep on the switchblade there was the name Sydney Camps on the blade which shows she stole it from Sydney for part 2 its A you can see that from chapter 2 part 8 near the end where once she gets done using the blade on herself in inappropriate ways iykyk when her grandma starts yelling at her for what she's doing after Tulip was done she got dressed cleaned the switchblade going down stairs killing her grandma and loving the feeling of doing so Part 3 the girl that lost her leg was Victoria which I got from chapter 1 part 4 where she heard a noise so followed it into the woods she saw the rabbit the rabbit turning into a clown Victoria trying to escape getting away from the clown which was holding her by the leg but the consequence of escaping was loosing her leg barely making it out alive. there is your answer!!!! also please tell me what teacher you have because they are legendary I want to learn about The Clowns its my favorite series before my second favorite IT by Stephen king
Answer: 3
Explanation:
In the next illustration, each symbol ("-" and "|") represent the blocks from the example provided.
Paco - - - Mike
| |
| |
| |
| David |
Ed | |
| |
| |
Tony - Ramil
According to this layout, to go to David´s house from Ed´s, Ed should walk 1 block to the north and two blocks to the east. On the other hand, to go to Ed´s house from Davids´s, David should walk 1 block to the south and two blocks to the west, meaning that they live 3 blocks apart.
