| Dedication |
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11 | (2) |
| Acknowledgements |
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13 | (2) |
| Acronyms |
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15 | (4) |
| Introduction |
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19 | (4) |
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1 Language contact phenomena and code-switching |
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23 | (4) |
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1.1 Language contact phenomena and code-switching |
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23 | (1) |
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1.1.1 CS, transfer and interference |
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23 | (1) |
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1.1.2 CS and translanguaging |
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23 | (1) |
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1.2 Modalities: oral vs written CS |
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24 | (3) |
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27 | (28) |
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2.1 The sociolinguistic approach towards bilingual CS |
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27 | (6) |
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27 | (1) |
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2.1.2 Discourse strategies |
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28 | (1) |
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2.1.3 Triggering, convergence and CS constraints in the socio-structural approach |
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29 | (2) |
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2.1.4 CS and plurilingual language policy |
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31 | (2) |
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2.1.5 Sociolinguistic approach and language revitalisation |
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33 | (1) |
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2.2 The structural-grammatical approach towards bilingual CS |
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33 | (2) |
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2.2.1 The Matrix Language Frame Model |
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34 | (1) |
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2.2.2 Marked vs unmarked linguistic choices |
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34 | (1) |
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2.3 The psycholinguistic approach and key psycholinguistic variables |
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35 | (11) |
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2.3.1 Attitude and self-perception |
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36 | (1) |
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2.3.2 Acceptability, the optimality theory and the interface hypothesis |
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36 | (3) |
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2.3.3 Lexical access in bilinguals and plurilinguals |
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39 | (3) |
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2.3.4 The language mode concept |
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42 | (2) |
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2.3.5 Visual vs verbal stimulus |
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44 | (2) |
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2.4 The Lexicalist-Minimalist approach |
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46 | (5) |
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2.5 Other minimalist approaches and mixed approaches |
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51 | (4) |
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3 Bilingualism and CS in childhood |
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55 | (8) |
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3.1 Bilingual children profiles |
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55 | (2) |
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3.2 Parental input: educational strategies and children's output |
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57 | (2) |
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3.3 The role of input and educational method |
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59 | (1) |
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3.4 CS in case of incomplete acquisition, attrition and ultimate attainment |
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59 | (4) |
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4 The Selvaggi-Plastina Integrated Model of Plurilingual Code-Switching (IMPCS) |
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63 | (14) |
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4.1 Adopting non-polarised judgement/evaluation scales |
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67 | (1) |
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4.2 The choice of a common code to test the model |
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68 | (4) |
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4.2.1 Properties of standard Italian |
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71 | (1) |
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4.3 The socio-psycholinguistic variables |
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72 | (5) |
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77 | (4) |
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5.1 Data collection and analysis: materials, instruments and procedure |
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77 | (4) |
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6 Case study 1: Calabrese Minorities |
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81 | (72) |
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6.1 Case study 1A. CS in Italian-Arbereshe-Calabrese |
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82 | (11) |
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6.1.1 Research questions, method, materials, participants |
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83 | (2) |
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6.1.2 Claimed use of languages and attitudes on Arbereshe-Calabrese-Italian CS |
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85 | (6) |
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6.1.3 Findings on self-perception of Arbereshe borders, culture, identity, education and language policy |
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91 | (1) |
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6.1.4 Neuter attitude on intra-community Italo-Arbereshe CS |
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92 | (1) |
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6.2 Case study 1 B. Italian-Spanish CS |
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93 | (26) |
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6.2.1 Pragmatics, implicatures and CS |
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93 | (2) |
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6.2.2 Research questions, methods, materials, participants |
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95 | (5) |
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6.2.3 Claimed use of and attitudes on Spanish-Italian CS |
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100 | (2) |
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6.2.4 Implicature test on Spanish-Italian CS |
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102 | (11) |
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6.2.5 A production task on the active use of implicatures in Italian |
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113 | (5) |
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6.2.6 Negative impact of long Spanish-Italian code-switches on the perception of implicatures vs positive impact of short code-switches |
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118 | (1) |
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6.3 Case study 1 C. The Italian-Occitan-Calabrese CS |
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119 | (19) |
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6.3.1 Research questions, methods, materials, participants |
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122 | (1) |
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6.3.2 Personal and linguistic biography of the Occitan informants |
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123 | (2) |
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6.3.3 Passive competence in other varieties, domains of use and attitudes on the principal languages |
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125 | (2) |
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6.3.4 Findings on attitudes towards Occitan, Italian and other languages |
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127 | (2) |
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6.3.5 Self-perception of Occitan-Italian-Calabrese CS |
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129 | (4) |
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6.3.6 Occitan-Italian bilingual education and language policy |
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133 | (3) |
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6.3.7 Occitan-Italian-Calabrese intrasentential CS as a frequent conversational strategy of mixed families and young people |
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136 | (2) |
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6.4 Case study 1 D. The Italian-Filipino-English CS |
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138 | (15) |
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6.4.1 Research questions, methods, materials, participants |
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142 | (1) |
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6.4.2 Self-perception of active vs passive competence in Filipino, English, Italian and Calabrese and language mode |
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143 | (4) |
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6.4.3 Attitudes towards Filipino-English-Italian CS and acceptability judgements |
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147 | (4) |
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6.4.4 Positive attitudes towards Filipino-English-Italian CS and preference for Taglish intrasentential CS |
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151 | (2) |
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7 Case study 2: Italophone Minority of Istra |
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153 | (44) |
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7.1 Sociolinguistic situation of Italian and plurilingualism in Croatia |
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154 | (28) |
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7.1.1 Research questions, methods, materials, participants |
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160 | (4) |
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7.1.2 Italo-Croatian plurilingual repertoire |
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164 | (3) |
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7.1.3 Context and age of acquisition of Italian and Croatian |
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167 | (3) |
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7.1.4 Self-perception of frequency and domains of use of Italian, Croatian and other varieties |
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170 | (3) |
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7.1.5 Self-perception of awareness, frequency and socio-psycholinguistic variables of Italian-Istrovenetian-Croatian-Cakavski CS |
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173 | (9) |
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7.2 Lexical access study. Methods, materials and participants |
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182 | (11) |
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7.2.1 Overall response latency |
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187 | (1) |
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7.2.2 MRL per social class |
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188 | (3) |
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7.2.3 MRL per situational context |
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191 | (1) |
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7.2.4 MRL per communicative function |
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192 | (1) |
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7.3 Istra as an example of pluridirectional plurilingualism influencing CS and lexical access |
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193 | (4) |
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8 Case study 3: Italian-English Bilingual Children |
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197 | (20) |
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8.1 Sociolinguistic situation of English, Gaelic and Italian in Scotland |
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197 | (2) |
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8.2 Research questions, methods, materials, participants |
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199 | (7) |
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8.3 Acceptability ratings |
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206 | (3) |
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8.3.1 Raw frequencies per single child |
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206 | (1) |
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8.3.2 Mean acceptability ratings per bilingual children group |
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207 | (2) |
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8.4 Picture description task |
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209 | (5) |
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8.4.1 Expressive richness per child |
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210 | (1) |
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8.4.2 Picture description task. Borrowings and CS |
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211 | (3) |
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8.5 Impact of age of acquisition and educational method on acceptability ratings |
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214 | (1) |
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8.6 Impact of age of acquisition on CS usage |
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215 | (2) |
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9 Plurilingual CS: a comparison across minority communities |
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217 | (12) |
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9.1 The crucial socio-psycholinguistic variables |
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217 | (5) |
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9.2 Overall findings on attitudes, patterns and acceptability of plurilingual CS |
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222 | (4) |
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9.3 The IMPCS as a step forward towards a mixed socio-psycholinguistic-grammatical theory of plurilingual CS |
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226 | (3) |
| References |
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229 | (24) |
| Appendix 1 |
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253 | (10) |
| Appendix 2 |
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263 | (6) |
| Appendix 3 |
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269 | (4) |
| Appendix 4 |
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273 | (6) |
| Appendix 5 |
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279 | (2) |
| Appendix 6 |
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281 | (20) |
| Appendix 7 |
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301 | (4) |
| Appendix 8 |
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305 | (10) |
| Appendix 9 |
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315 | (38) |
| Index |
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353 | |
Lisainfo e-raamatute kohta