Paulina Martirossian, Veronica Rojas, Itxhel Lozoya, Cambrya Melendez, Ashlyn Claustro
Have you ever wondered how code-switching and bilingualism can differ depending on the person you are communicating with? Do you feel that it can have an impact on relationships that are formed between people among different generations? This study explores how bilingual individuals across many generations who speak Armenian and English or Spanish and English may alter their approaches to communication when interacting with certain people. Additionally, we were curious to find out whether or not the closeness of people’s relationships affects their formality when communicating and code-switching. In order to find results, we conducted numerous semi-structured interviews and listened in on the conversations between college students and their relatives, while paying attention to word choice, syntax, and grammar when speaking. We concluded that (87%) of our interviewees believe that their relationship with their elders determines the formality of their communication style, often leading to difficulty when expressing oneself. By studying code-switching and bilingualism, we discovered a relationship between identity and communication that spans across generations.
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Introduction and Background
Throughout our research, our target audience is the diaspora of bilingual individuals of a variety of age ranges, who speak either Spanish and English or Armenian and English. Our main goal is to focus on code-switching and the ways in which people of different generations communicate with one another. From our research, we sought to understand how students’ perspectives on being bilingual play a crucial role in understanding how speaking two languages can have an impact on their daily lives as they socialize with elders and people of their age. Prior to conducting any of our research, we hypothesized that Spanish and Armenian bilingual individuals would speak with more formality when with older family members and switch to speaking with less formality when with those whom they are closer to in age and relationship.
Methods
We looked at bilingual students who spoke English, and either Armenian or Spanish. We wanted to look at interactions between older and younger generations, so we focused on college students, as well as two parents with college children to have a contrasting perspective. Listening to phone calls allowed us to figure out which language was being used and when, although this method only allowed us to listen to one side of the conversation. We did this to see if there was a specific timing or reason that bilingual speakers switched the language being used. Another element we listened for in these phone calls was how formally college students were talking to those who were older than them. We determined formal speech by whether the speaker used slang, curses, or other language that would not be considered proper when speaking to the older generation. For Spanish speakers, the formal ‘usted’ was an indication of formal speech. After listening to phone calls, we also conducted interviews. The interview questions we used were open-ended and the same questions were used for all participants. We decided to use open-ended questions to allow freedom in responses. The questions asked can be found below, but all had to do with the participants’ thoughts on bilingualism as well as how they interact with those of the older generation.
Results and Analysis
Discussion and Conclusions
In conclusion, our research has provided us with valuable insights into the intricacies of code-switching among bilingual individuals within the Spanish-English and Armenian-English speaking diasporas. By focusing on intergenerational communication patterns, we have uncovered the significance of word choice and formality levels in interactions between different age groups. Our findings highlighted that the main influential factor for one’s word choice and formality of speaking was having respect for older individuals with whom they are communicating as such respect is a cultural facet. This evidence sheds light on the intricate connections between language, cultural norms, and social relationships, showing how language use is shaped by both internal and external environmental factors. Overall, our research has given us an extensive and comprehensive understanding of the nuanced ways in which bilingual individuals communicate in various social situations.
References
Babino, A., & Stewart, M. A. (2017). “I Like English Better”: Latino Dual Language Students’ Investment in Spanish, English, and Bilingualism. Journal of Latinos and Education, 16(1), 18–29. https://doi.org/10.1080/15348431.2016.1179186
Heredia, R. R., & Altarriba, J. (2001). Bilingual Language Mixing: Why Do Bilinguals Code-Switch? Current Directions in Psychological Science, 10(5), 164–168. http://www.jstor.org/stable/20182730
Hua, Z. (2008). Duelling Languages, Duelling Values: Codeswitching in bilingual intergenerational conflict talk in diasporic families. Journal of Pragmatics, 40(10), 1799–1816. https://doi.org/https://doi.org/10.1016/j.pragma.2008.02.007
Mata, R. “Bilingualism Is Good but Codeswitching Is Bad: Attitudes about Spanish in Contact with English in the Tijuana – San Diego Border Area.” Critical Inquiry in Language Studies, vol. 20, no. 4, 2023, pp. 386–407, https://doi.org/10.1080/15427587.2022.2136672.
Meisel, J. M. (1994). CODE-SWITCHING IN YOUNG BILINGUAL CHILDREN: The Acquisition of Grammatical Constraints. Studies in Second Language Acquisition, 16(4), 413–439. http://www.jstor.org/stable/44487780
Additional Sources
Mia Nacamulli: The benefits of a bilingual brain | TED Talk: This video discusses the benefits of being bilingual while putting into perspective individuals that navigate the world through two different cultures.
Code Switching in Bilingual Development: a video showing examples of children coded-switching to give readers an audio/visual representation of what code-switching is
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