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.
C. Being different can be isolating, but it leads to true independence and happiness
Answer:the story is taking place in a library
Explanation:hope this helps
Answer: Benjamen Solomon Carson was born on Sept. 18, 1951, in Detroit, Mich. His parents divorced when he was eight, and he livedwith his mother and brother first in Boston and then back in Detroit. He was a poor academic student in elementary school untilhis mother began to limit his television watching and had him read two books a week and write book reports.In 2008, Pres. George W. Bushawarded Carson the Presidential Medal of Freedom. In 2009 a movie about Carson's life,GiftedHands: The Ben Carson Storypremiered on television. Carson was the author of an autobiography,Gifted Hands(1990), written with Cecil Murphey, as well as several motivational books.In 1983 Carson moved to Perth, Australia, to work as a chief neurosurgery resident at Sir Charles Gairdner Hospital. After a yearspent gaining experience, he returned to Johns Hopkins, where he was named director of pediatric neurosurgery. There he earneda reputation for dealing with difficult cases using advanced surgical methods. In 1985 he performed his first successfulhemispherectomy, a procedure that removes part of the brain in order to control chronic seizures. He also became known for hiswork separating conjoined twins, in 1987 completing the first successful separation of craniopagus twins (joined at the head).
Explanation:
Fun dance. Its two synonyms
