European Journal of Linguistics

Code-Switching in Multilingual Societies

2024-03-28T23:41:19+03:00

Purpose: The general aim of this study was to look into code- switching in multilingual societies.

Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.

Findings: The findings reveal that there exists a contextual and methodological gap relating to code switching in multilingual societies. The study provided valuable insights into the complex dynamics of language use within diverse linguistic environments. Through an exploration of code-switching behavior across various contexts, the study revealed how code-switching served as a versatile linguistic strategy, accommodating different communicative needs and reflecting speakers' social identities and cultural affiliations. The findings emphasized the sociocultural and pragmatic functions of code-switching, highlighting its role in effective communication and social cohesion within multilingual communities. Furthermore, the study underscored the importance of recognizing and valuing linguistic diversity, advocating for inclusive language policies and culturally responsive practices to celebrate and support multilingualism.

Unique Contribution to Theory, Practice and Policy: Sociolinguistic theory, Language Contact theory and the Identity theory may be used to anchor future studies on code switching in multilingual societies. The study provided a comprehensive set of recommendations that contributed to both theoretical understanding and practical applications in language policy and practice. The study suggested further research into the sociolinguistic motivations behind code-switching behavior, emphasizing a comparative approach to enrich existing theories. It recommended integrating code-switching into language teaching pedagogies and curricula, fostering linguistic awareness and proficiency. Additionally, the study highlighted the importance of developing culturally responsive policies and fostering partnerships between stakeholders to bridge the gap between theory and practice. Professional development for language professionals and public awareness campaigns were also recommended to promote positive attitudes towards multilingualism and linguistic diversity. Overall, the recommendations aimed to create more inclusive, equitable, and linguistically diverse societies where all individuals could thrive.

The Role of Pragmatics in Cross-Cultural Communication

2024-03-28T17:43:09+03:00

Purpose: The general purpose of this study was to explore the role of pragmatics in cross-cultural communication.

Findings: The findings reveal that there exists a contextual and methodological gap relating to pragmatics in cross-cultural communication. The study provided valuable insights into the pivotal role of pragmatics in facilitating effective communication across diverse cultural contexts. By exploring principles such as speech acts, politeness strategies, and implicature, the research enhanced understanding of how language is used and interpreted in cross-cultural interactions. The findings underscored the importance of pragmatic competence and cultural sensitivity in achieving mutual understanding. Furthermore, the study highlighted the need for incorporating pragmatic awareness training into educational curricula and policymaking efforts to promote cultural inclusivity and cooperation. Overall, the study's contributions deepen our understanding of cross-cultural communication dynamics and offer practical guidance for navigating cultural differences in an interconnected world.

Unique Contribution to Theory, Practice and Policy: Speech Act theory, Politeness theory and Relevance theory may be used to anchor future studies on the role of pragmatics in cross-cultural communication. The study provided several key recommendations that contributed to both theory and practice in the field of intercultural communication. These recommendations included incorporating pragmatic competence training into educational curricula, implementing cross-cultural training programs in organizations, developing initiatives and policies to promote intercultural understanding, considering cultural factors in online communication platforms, engaging in reflective practices to enhance awareness of cultural differences, and establishing cross-cultural pragmatics as a distinct field of study. These suggestions aimed to enhance individuals' ability to navigate cross-cultural interactions effectively, promote inclusivity and mutual understanding in diverse settings, and advance theoretical knowledge in the field of intercultural communication.

Utilizing Computer and Technological Devices to Improve the Performance of English as a Foreign Language (EFL) Students: A Case Study of Secondary Schools in Al-Hasaheisa Locality, Gezira State, Sudan

2024-04-16T10:59:55+03:00

Purpose: This study aims to examine the impact of technology integration in English as a Foreign Language (EFL) classes on learners' motivation and performance. It also seeks to provide training for EFL teachers to effectively incorporate technology into their instructional practices.

Methodology: The research utilizes experimental and descriptive-analytical methods, involving 75 participants, including EFL students and teachers from secondary schools in Al-Hasaheisa Locality, Gezira State, Sudan. Data collection involves questionnaires and pre-post-tests administered to both teachers and students. The collected data is analyzed using the SPSS program.

Findings: The study reveals that the use of technology in EFL classes facilitates English language teaching and learning. Despite the high internet costs in Sudan, EFL students actively engage in online collaboration activities. However, it is highlighted that nearly half of the EFL teachers lack sufficient training to effectively utilize the available computers and technological devices. The study emphasizes that EFL students display motivation to learn through computer usage, both inside and outside the classroom. Additionally, technology enables EFL learners to engage in computer-based assignments, practice problem-solving and critical thinking through e-activities, and improve their overall performance. Furthermore, utilizing technology allows teachers to provide a broader range of materials and information.

Unique Contributions to Theory, Policy and Practice: The study recommends the integration of information and communication technology (ICT) in the EFL teaching and learning process. It emphasizes the need for comprehensive training programs to enhance EFL teachers' proficiency in effectively employing technology in their instructional practices.

The Role of Gesture in Multimodal Communication

2024-03-28T18:00:13+03:00

Purpose: The general objective of the study was to examine the role of gesture in multimodal communication.

Findings: The findings reveal that there exists a contextual and methodological gap relating to the role of gesture in multimodal communication. Preliminary empirical review revealed that that gestures play a crucial role in multimodal communication, serving as more than mere supplements to verbal discourse. Through theoretical frameworks like social semiotics and empirical research across various contexts, it was found that gestures enhance comprehension, memory retention, and social interactions. The findings emphasized the importance of recognizing and leveraging gestures in communication, urging educators, communicators, and policymakers to develop strategies that harness the full potential of multimodal communication for fostering understanding and connection in diverse settings.

Unique Contribution to Theory, Practice and Policy: The Cognitive Load theory, Symbolic Interactionism and Social Semiotics model may be used to anchor future studies on the role of gestures in multimodal communication. The study recommended integrating gesture theories within existing communication frameworks, enriching theoretical discourse and offering new perspectives on multimodal communication dynamics. Practically, it advocated for incorporating gesture-based interventions in education and professional settings to enhance communication effectiveness and build rapport. At the policy level, it called for the integration of multimodal communication strategies into educational curricula and workplace training programs to support inclusive and effective communication practices. The study also suggested further research into the cognitive mechanisms of gesture production and comprehension, alongside the development of technology-mediated communication tools and guidelines for inclusive communication practices. Additionally, it proposed interdisciplinary collaborations to advance understanding of multimodal communication processes and drive innovation in the field.

Effects of Bilingualism on Cognitive Processing

2024-03-28T17:30:34+03:00

Purpose: The general purpose of the study was to examine the effects of bilingualism on cognitive processing.

Findings: The findings reveal that there exists a contextual and methodological gap relating to the effects of bilingualism on cognitive processing. Preliminary empirical review revealed that bilingualism is associated with cognitive advantages, such as enhanced attentional control, executive function, and working memory capacity. Through a review of existing literature, it was found that bilingual individuals often outperform monolinguals in cognitive tasks, supporting the Bilingual Advantage Theory. Additionally, evidence suggested that bilingualism may contribute to a slower rate of cognitive decline in older age. These findings have implications for educators, policymakers, and healthcare professionals, highlighting the potential benefits of promoting bilingual education and language preservation efforts.

Unique Contribution to Theory, Practice and Policy: The Bilingual Advantage theory, Neuroplasticity and Cognitive Reserve theory may be used to anchor future studies on bilingualism and cognitive processing. The study made significant contributions to theory, practice, and policy. It supported the Bilingual Advantage Theory by demonstrating enhanced cognitive processing abilities in bilingual individuals. Recommendations included further exploration of underlying mechanisms, tailored interventions in educational and clinical settings, and policies supporting bilingual education and language diversity. These findings and recommendations aimed to advance understanding of bilingualism's cognitive benefits, inform practice in education and healthcare, and influence policy development for promoting linguistic diversity and cognitive development.