Jasmin Hirschberg (Edmonton) p81-103
2016 Issue 2
Abstract
In Canadian post-secondary educational settings, most language learners possess a high proficiency level in at least one foreign language, mainly French. As a consequence, code-switching in these settings often includes three languages. These switches are not only a manifestation of participant-related linguistic deficits but fulfill certain pragmatic functions and, by doing so, provide valuable insight into the cognitive processes involved in language production. However, research so far has dismissed the value of early code-switches of bilingual learners as an insightful resource. This study aims to fill this gap. Nine beginner learners of German, who speak English as an L1 and French as an L2, were video-recorded during an oral exam. The occurring switches were approached from a functional-pragmatic perspective by using Field Theory to describe and categorize the switches. It was found that switches to the L1 occurred on a semantic or content level whereas switches to the L2 were a manifestation of (subconscious) cognitive processes that were related to the organization of knowledge. Pedagogical implications will be discussed.